Student Perspectives of Online Courses

Important Factors

And Why Student Perspectives are Important

Researchers have been recently studying online courses to determine what factors work best to produce both student success and student satisfaction from the students' point of view. Student satisfaction is important because satisfied students put more effort into their coursework, and have better academic outcomes (Frederickson, 2012). Student success is linked to student retention, which makes all institutions more marketable (Johnson, Edgar, Shoulders, Graham, and Rucker, 2016). Several studies have identified qualities of online courses that produce student satisfaction, and therefore, student success in online courses.

Instructor-Student Interaction

By far, the most important factor identified by researchers that is specifically correlated with student satisfaction with their courses and course outcomes is instructor-student interaction (Eastman, Aviles, and Hanna, 2017; Frimming and Bordelon, 2016; Johnson, et al 2016; Topal, 2016; Grady, 2013, Frederickson, 2012). This means that instructor involvement in discussions, and providing deep, useful feedback on student performance is most valued by students, and has a positive effect on student effort and performance in courses (Frederickson, 2012).

Flexibility

The second most important factor linked to student success is course flexibility (Frimming and Bordelon, 2016; Cannady, 2008). While some asynchronous courses offer self-pacing to students, most eCore courses are offered with instructor led pacing. However, students value flexibility of assignment due dates, participation, and participation requirements in online courses. Ways of providing flexibility include having multiple assignments and asking students to choose a certain number to complete, dropping a determined number of quiz and/or discussion grades, offering alternative assignments for missed assignments, and accepting late work.

Supportive Learning Environment

The third most important variable for student satisfaction and success is offering a supportive environment to students (Johnson, et al, 2016). This is closely related to offering flexibility in your course, as well as instructor-student interaction. Providing a welcoming environment, being supportive of students in their life situations, and understanding the many reasons that students take online courses has an impact on student perception of classroom environment. Likewise, encouraging students to be open and respectful to one another in peer to peer interactions is also conducive to a supportive classroom environment (Johnson et al, 2016; Cannady, 2008).

Few, but Rigorous Assignments

The quality of student work in online courses is an indicator of that course’s, and therefore the institution’s, success. However, quantity of assignments does not create academic rigor in a course. In other words, quantity does not equal quality. Student success and satisfaction with courses actually increases when there are fewer assignments that have a deeper and more rigorous requirements (Grady, 2013; Cannady, 2008). When students spend time working on a single project or assignment that covers more depth, student learning outcomes are better. Avoid creating “busy work” for students; make assignments and discussions that require deep, intellectual thought and application of multiple topics to increase response diversity and meet assignment requirements.

Clarity on Requirements

Clarity about assignment requirements, grading system, due dates, etc., also increases student satisfaction (Cannady 2008). Be sure that all due dates are clearly posted and communicated to students. If possible, give students an example of an assignment that meets requirements. Be as consistent as possible with due dates, be as transparent as possible about grading levels, and provide ample feedback within a reasonable time frame. Be sure that all assignments are realistic; they should cover the topics presented and/or offer multiple resources to students to meet assignment requirements, and the time frame in which they are to be completed should be sufficient for students of that class level (Topal, 2016; Cannady, 2008).

Recommendations

Instructors and Pedagogy Matter!

The factors that students identified as least helpful and a detriment to their online learning were all factors controlled by instructors. The primary issue was timeliness of responses and feedback from professors. This includes responding to emails, participating in discussions, and grading assignments. Another important factor was poor course organization. When the online environment is cluttered, assignments and resources are difficult to find, or assignment requirements are unclear, students become frustrated and disengaged from the course (Frimming and Bordelon, 2016; Johnson, et al, 2016; Cannady, 2008).

Adopting a pedagogical style that reflects these study findings is important for student success in the online environment. Providing a welcoming and inclusive atmosphere in the online environment is also extremely important to student perceptions, as is monitoring the online environment for peer compliance with conduct standards. Instructor participation in the course, and offering constructive feedback are ideal methods of providing learner-based instruction. Students learn as much through feedback as they learn from course material, as it helps them gauge their own learning and study habits. Be available to your students; respond to emails quickly; return grades in a timely fashion; communicate often with students; participate in the online activities with your students; offer flexibility in your course to your students. Understand that you are teaching as much to the students through interactions as they are learning from the reading and assignments.

References

Cannady, R. (2008). What Makes a Good Online Class?. The University of Arizona Library Student Organization Blog. Retrieved from https://lsoarizona.wordpress.com/2008/08/26/what-makes-a-good-online-class/. Last accessed March 8, 2017.

Eastman, J. K., Aviles, M., & Hanna, M. D. (2017). Determinants of Perceived Learning and Satisfaction in Online Business Courses: An Extension to Evaluate Differences Between Qualitative and Quantitative Courses. Marketing Education Review, 27(1), 51-62. doi:10.1080/10528008.2016.1259578.

Frimming, R. E., & Bordelon, T. D. (2016). Physical Education Students' Perceptions of the Effectiveness of Their Distance Education Courses. Physical Educator, 73(2), 340-351.

Fredrickson, J. E. (2012). LINKING STUDENT EFFORT TO SATISFACTION: THE IMPORTANCE OF FACULTY SUPPORT IN CREATING A GAIN-LOSS FRAME. Academy Of Educational Leadership Journal, 16: 111-124.

Grady, J. R. (2013). IMPROVING STUDENT SATISFACTION WITH LARGE-SCALE, COMPRESSED TIMELINE ONLINE COURSES. Quarterly Review Of Distance Education, 14(4), 195-210.

JOHNSON, D. M., EDGAR, L. D., SHOULDERS, C. W., GRAHAM, D. L., & RUCKER, K. J. (2016). RELATIONSHIP BETWEEN ENGAGEMENT AND SATISFACTION AMONG SENIORS AT A MID-SOUTH LAND GRANT UNIVERSITY. College Student Journal, 50(3), 335-348.

Topal, A. D. (2016). Examination of University Students' Level of Satisfaction and Readiness for E-Courses and the Relationship between Them. European Journal Of Contemporary Education, 15(1), 7-23.