2.50
Hdl Handle:
http://hdl.handle.net/10755/157342
Type:
Presentation
Title:
PROMOTING STUDENT SUCCESS IN ONLINE COURSES
Abstract:
PROMOTING STUDENT SUCCESS IN ONLINE COURSES
Conference Sponsor:Western Institute of Nursing
Conference Year:2010
Author:Robertson, Sue, RN, PhD
P.I. Institution Name:California State University, Fullerton
Title:Assistant Professor
Contact Address:800 n state college blvd, ec-190, po box 6868, Fullerton, CA, 92834, USA
Co-Authors:Penny Weismuller; Mary Lehn-Mooney; Yvonne Ginez-Gonzales
PURPOSE/AIMS: This purpose of this study is to identify specific faculty behaviors that help students be successful in online courses.
RATIONALE/BACKGROUND:
Online courses have become a popular method for delivering course content, as they provide the flexible learning environment students who work part-time or full-time require. As students do not have direct contact with course faculty, it is incumbent upon faculty to understand how to best promote learning. While recent studies indicated faculty support and availability were key student motivators and critical to successful online learning outcomes, specific behaviors that constitute support and availability have not been identified.
METHODS:
This study used content analysis to identify students' perceptions of faculty behaviors that helped them succeed in the online environment. This method is useful when existing theory is limited, allowing categories to emerge from descriptions rather than using preconceived categories. Undergraduate and graduate students, who had taken one or more courses at this university in which 100% of the instruction was online, and who identified themselves as being successful in the course, were recruited from departments having online courses. After informed consent was obtained, students were interviewed either individually or in a focus group. Researchers read interviews to obtain a sense of the whole, coded interviews, and met to reach consensus on codes, then develop categories and definitions for each category.
RESULTS:
While data collection is complete, data analysis RESULTS: are pending. Preliminary analysis shows that students want to know faculty are committed to their success, and value strong course organization and strong faculty presence. These categories and others will be fully developed in the data analysis.
IMPLICATIONS:
Identifying key faculty behaviors supporting effective learning in the online environment will enable faculty to design courses and assignments that enhance online learning.
This research was supported by a CSUF Faculty Stipend.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titlePROMOTING STUDENT SUCCESS IN ONLINE COURSESen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157342-
dc.description.abstract<table><tr><td colspan="2" class="item-title">PROMOTING STUDENT SUCCESS IN ONLINE COURSES</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Robertson, Sue, RN, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">California State University, Fullerton</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">800 n state college blvd, ec-190, po box 6868, Fullerton, CA, 92834, USA</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">srobertson@fullerton.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Penny Weismuller; Mary Lehn-Mooney; Yvonne Ginez-Gonzales</td></tr><tr><td colspan="2" class="item-abstract">PURPOSE/AIMS: This purpose of this study is to identify specific faculty behaviors that help students be successful in online courses. <br/> RATIONALE/BACKGROUND: <br/>Online courses have become a popular method for delivering course content, as they provide the flexible learning environment students who work part-time or full-time require. As students do not have direct contact with course faculty, it is incumbent upon faculty to understand how to best promote learning. While recent studies indicated faculty support and availability were key student motivators and critical to successful online learning outcomes, specific behaviors that constitute support and availability have not been identified. <br/> METHODS:<br/>This study used content analysis to identify students' perceptions of faculty behaviors that helped them succeed in the online environment. This method is useful when existing theory is limited, allowing categories to emerge from descriptions rather than using preconceived categories. Undergraduate and graduate students, who had taken one or more courses at this university in which 100% of the instruction was online, and who identified themselves as being successful in the course, were recruited from departments having online courses. After informed consent was obtained, students were interviewed either individually or in a focus group. Researchers read interviews to obtain a sense of the whole, coded interviews, and met to reach consensus on codes, then develop categories and definitions for each category. <br/> RESULTS: <br/>While data collection is complete, data analysis RESULTS: are pending. Preliminary analysis shows that students want to know faculty are committed to their success, and value strong course organization and strong faculty presence. These categories and others will be fully developed in the data analysis.<br/> IMPLICATIONS: <br/>Identifying key faculty behaviors supporting effective learning in the online environment will enable faculty to design courses and assignments that enhance online learning. <br/> This research was supported by a CSUF Faculty Stipend.<br/></td></tr></table>en_GB
dc.date.available2011-10-26T19:47:09Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T19:47:09Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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