Event Title
The Consideration of Students' Ideas to Improve Online Courses in Higher Education
Start Date
16-4-2019 4:00 PM
End Date
16-4-2019 7:30 PM
Description
Online courses have become a necessity for colleges and universities over the past few decades. Students typically appreciate that these courses allow them to accommodate their schedules. However, the quality of online college courses is debated. Many online students miss the level of interaction found in traditional courses and report feeling disconnected from their professors and peers. Additionally, students are more likely to drop online courses than traditional, face-to-face courses. Understanding how students view online courses can help colleges to improve the way their courses are taught. This study looked at college students' experiences with online courses, including students who had dropped online courses. Students who had dropped online courses were asked how their instructors could have improved the courses they dropped. Data was collected from 120 responses to an online survey. Demographic information, such as gender, race, major, and first-generation status, were collected, as well as qualitative data on students' experiences with online courses. Most students had enrolled in online courses. Of the students who had enrolled in an online course, 26.1 % had dropped an online course. First-generation students were somewhat more likely to enroll in and drop online courses than non-firstgeneration students. Students reported struggles with self-motivation and communication relating to online courses. Students who had dropped online courses repeatedly described feeling overwhelmed, and recommended that instructors provide clear expectations, study guides, greater clarification, and interaction in online courses.
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The Consideration of Students' Ideas to Improve Online Courses in Higher Education
Online courses have become a necessity for colleges and universities over the past few decades. Students typically appreciate that these courses allow them to accommodate their schedules. However, the quality of online college courses is debated. Many online students miss the level of interaction found in traditional courses and report feeling disconnected from their professors and peers. Additionally, students are more likely to drop online courses than traditional, face-to-face courses. Understanding how students view online courses can help colleges to improve the way their courses are taught. This study looked at college students' experiences with online courses, including students who had dropped online courses. Students who had dropped online courses were asked how their instructors could have improved the courses they dropped. Data was collected from 120 responses to an online survey. Demographic information, such as gender, race, major, and first-generation status, were collected, as well as qualitative data on students' experiences with online courses. Most students had enrolled in online courses. Of the students who had enrolled in an online course, 26.1 % had dropped an online course. First-generation students were somewhat more likely to enroll in and drop online courses than non-firstgeneration students. Students reported struggles with self-motivation and communication relating to online courses. Students who had dropped online courses repeatedly described feeling overwhelmed, and recommended that instructors provide clear expectations, study guides, greater clarification, and interaction in online courses.
Comments
Top Scholar
Hannah R. Horton, Tyler Junior College
The Consideration of Students' Ideas to Improve Online Courses in Higher Education
Faculty Sponsor: Dr. Erica Powell (Tyler Junior College)