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Faculty and Student Expectations in Online Learning

Faculty and Student Expectations in Online Learning. Wendy Urban, CIS Faculty Mike Valenza , Fox Legal Studies Faculty. Study Goals/Objectives. To determine if faculty effectively communicate their expectations to students in online classes

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Faculty and Student Expectations in Online Learning

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  1. Faculty and Student Expectations in Online Learning Wendy Urban, CIS Faculty Mike Valenza, Fox Legal Studies Faculty

  2. Study Goals/Objectives • To determine if faculty effectively communicate their expectations to students in online classes • To determine if student expectations are appropriate • To attempt to correlate the two with satisfaction in the online experience

  3. Study Format • Anonymous survey of faculty teaching online for the first time in Spring, 2012 • Anonymous survey of students in those same classes • Surveys administered in Week 1 and Week 9 of the semester • 10 questions on each survey

  4. Response Rates • Faculty: 9 initial, 7 follow-up • Students: 37 initial, 10 follow-up

  5. Results: Frequency of communication with students

  6. Results: In-person contact • Both faculty and students have had more in-person contact that either of them expected initially

  7. Results: Professor response time to students • Student and faculty expectations were consistent (70%) within 24 hours • Actual results are that most professors respond within 24 hours, although some respond a bit slower • Students expressed frustration when the responses were slower than one day

  8. Results: How Faculty communicate with students

  9. Results: How Students communicate with each other This set of questions had the largest discrepancy between Faculty and Students

  10. Results: Student Workload • Student Perspective • Faculty Perspective

  11. Results: Course Difficulty 67% • More intense and involved , not difficult • Online course is slightly more difficulty because there are challenges related to direct interactions with other students and the teacher • Online courses are more involved, not difficult. I love the flexibility and personalized pace.

  12. Results: Faculty Workload • Before • After

  13. Results: Value of Learning • 80% of students said they are learning as much in an online class • 20% said they are learning more • Selected comments: • “Love the convenience!” • “Web-Ex lets me rewatch lectures and get more from them” • “I am learning new technical skills, so it is a double benefit!”

  14. Summary • While we had hoped to focus on expectation setting and results compared to expectations, unfortunately our sample size was a bit small for that • However, our results did show consistency across most topics from a faculty and student perspective • Overall showed a high level of satisfaction with both the teaching and the learning experiences

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