Management Students' Perceptions of Online Teaching Quality

被引:0
作者
Zhang, Jing [1 ]
Addae, Helena M. [1 ]
Bakeman, Melissa [1 ]
Boyraz, Maggie [1 ]
Flaherty, Patrick T. [1 ]
Habich, Matthew [1 ]
Johnson, Ann [1 ]
Phillips, Anna [1 ]
Schreihans, Cynthia [1 ]
机构
[1] Calif State Univ San Bernardino, San Bernardino, CA 92407 USA
来源
E-JOURNAL OF BUSINESS EDUCATION & SCHOLARSHIP OF TEACHING | 2020年 / 14卷 / 02期
关键词
Online teaching quality; basic online modality; instructional design; teaching presence; SUBJECT-MATTER; SELF-EFFICACY; MBA; SATISFACTION; TECHNOLOGY; PREDICTORS; STRATEGIES; EXPERIENCE; CLASSROOM; SCIENCE;
D O I
暂无
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study consolidates survey data from focus groups of undergraduate business students at California State University, San Bernardino, and its Palm Desert Campus to identify student-based perceptions of quality online instruction. Exploration includes three main concepts: 1) the factors affecting students' perceptions of quality online education, 2) the relative importance of these factors under different conditions, and 3) a summary of students' recommendations. The main concepts subdivide to probe seven distinctive perceptions of; 1) basic online modality (e.g., online gradebook), 2) teaching presence (e.g., customized feedback), 3) instructional design (clarity of structure and communication), 4) cognitive presence (e.g., intellectual stimulation), 5) social or studentto-student presence, 6) online social comfort (comfort interacting online), and 7) interactive online modality (e.g., videoconferencing and small groups). The summary reveals distinctive perceptions: 1, 2, and 3 rank high for students' while, recommendations disclose that students' feel instructor training and motivation are critical for high-quality online learning.
引用
收藏
页码:33 / 52
页数:20
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