Examining Quality Elements in a High Education Fully Online Doctoral Program: Doctoral Students' Perceptions
Saved in:
| Title: | Examining Quality Elements in a High Education Fully Online Doctoral Program: Doctoral Students' Perceptions |
|---|---|
| Language: | English |
| Authors: | Thompson, J. Ray, Ballenger, Julia N., Templeton, Nathan R. |
| Source: | International Journal of Educational Leadership Preparation. Spr 2018 13(1):51-63. |
| Availability: | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Educational Quality, Higher Education, Online Courses, Doctoral Programs, Graduate Students, Student Attitudes, Electronic Learning, Curriculum Design, Teacher Student Relationship, Student Satisfaction, Case Studies, Peer Relationship, Computer Interfaces, Educational Strategies, Student Centered Learning |
| ISSN: | 2155-9635 |
| Abstract: | The purpose of this descriptive qualitative study was to examine the quality elements of online learning in a regional doctoral program. Utilizing the six quality dimensions of Hathaway's (2009) theory of online learning quality as a framework, the study investigated instructor-learner, learner-learner, learner-content, leaner-interface, learner-instructional strategies, and social presence in order to explore the frequency and importance of these elements. The study's findings were in alignment with the review of literature. Course design, instructor's facilitation, and student interaction were factors impacting learning outcomes (Eom, Wen, & Ashill, 2006). Faculty participation was found to dramatically improve the performance and satisfaction of students (Arbaugh & Rau, 2007; Hrastinski, 2009). Subsequently, three conclusions emerged from the study. Conclusion one revealed the importance of doctoral students and faculty interaction. Conclusion two revealed that instructor to learner interaction is intentional. Conclusion three revealed that instructor to learner interaction was an important factor in increasing doctoral student performance in the online learning environment. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2018 |
| Accession Number: | EJ1186051 |
| Database: | ERIC |
| Abstract: | The purpose of this descriptive qualitative study was to examine the quality elements of online learning in a regional doctoral program. Utilizing the six quality dimensions of Hathaway's (2009) theory of online learning quality as a framework, the study investigated instructor-learner, learner-learner, learner-content, leaner-interface, learner-instructional strategies, and social presence in order to explore the frequency and importance of these elements. The study's findings were in alignment with the review of literature. Course design, instructor's facilitation, and student interaction were factors impacting learning outcomes (Eom, Wen, & Ashill, 2006). Faculty participation was found to dramatically improve the performance and satisfaction of students (Arbaugh & Rau, 2007; Hrastinski, 2009). Subsequently, three conclusions emerged from the study. Conclusion one revealed the importance of doctoral students and faculty interaction. Conclusion two revealed that instructor to learner interaction is intentional. Conclusion three revealed that instructor to learner interaction was an important factor in increasing doctoral student performance in the online learning environment. |
|---|---|
| ISSN: | 2155-9635 |
