Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

PL EN


Journal

2020 | 2(84) | 4-12

Article title

Student perceptions of required student-to-student interactions in online courses

Content

Title variants

Languages of publication

EN

Abstracts

EN
This multi-institutional study of undergraduate and graduate students enrolled in online degree programs explored student perceptions of required student-to-student interactions. Using a semi-structured interview methodology, thirty-three students participated in the study. While all of the students had experience with the required discussion board interactions of posting and responding, a majority of the students reported experience with other types of required student-to-student interactions including group projects, group presentations, peer reviews, and, for a few, discussions within the required synchronous sessions. The findings indicate that while most value the concept of peer-to-peer interaction in online courses, many found the required assignments lacking in authenticity and not a good use of their time. Some students reported satisfaction with one or more of the requirements such as small group assignments when time was allowed for coordination, small group discussions, and selected discussion board posts. The students valued the interactions most when those interactions were relevant to their careers. These findings encourage taking the demographic realities of students studying online into consideration when incorporating student-to-student interactions into courses. Many have family and other obligations, so they are particularly sensitive to work that appears to be trivial or unnecessary. Hence, learning elements such as peer-to-peer interactions should be incorporated into courses intentionally and with purpose so that the interactions do not appear to be busy-work or checking an interaction box.

Journal

Year

Issue

Pages

4-12

Physical description

Contributors

author
  • Marquette University
  • Marquette University

References

  • Barbera, E., Clara, M., & Linder-Vanberschot, J. A. (2013). Factors influencing student satisfaction and perceived learning in online courses. E-Learning and Digital Media, 10(3), 226-235. https://doi.org/10.2304/elea.2013.10.3.226
  • Bolliger, D., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568-583. https://doi.org/10.1080/01587919.2018.1520041
  • Bornschlegl, M., & Cashman, D. (2019). Considering the role of the distance student experience in student satisfaction and retention. Open Learning, 34(2), 139-155. https://doi.org/10.1080/02680513.2018.1509695
  • Buelow, J. R., Barry, T., & Rich, L. E. (2018). Supporting learning engagement with online students. Online Learning, 22(4), 313-340. https://doi.org/10.24059/olj.v22i4.1384
  • Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three-year study. The International Review of Research in Open and Distributed Learning, 15(6), 111-131. https://doi.org/10.19173/irrodl.v15i6.1748
  • Dabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217-226. https://citejournal.org/wp-content/uploads/2014/05/v7i3general1.pdf
  • Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13. https://files.eric.ed.gov/fulltext/EJ890707.pdf
  • Friedman, J. (2017, April 4). U.S. news data: The average online bachelor's students. U.S. News & World Report. https://www.usnews.com/higher-education/online-education/articles/2017-04-04/us-news-data-the-average-online-bachelors-student
  • Gaier, S. (2005). Alumni satisfaction with their undergraduate academic experience and the impact on alumni giving and participation. International Journal of Educational Advancement, 5(4), 279-288. https://doi.org/10.1057/palgrave.ijea.2140220
  • Gaytan, J. (2015). Comparing faculty and student perceptions regarding factors that affect retention in online education. American Journal of Distance Education, 29(1), 56-66. https://doi.org/10.1080/08923647.2015.994365
  • Grawe, N. D. (2018). Demographics and the demand for higher education. Johns Hopkins University Press.
  • Johnston, J., Killion, J., & Oomen, J. (2005). Student satisfaction in the virtual classroom. The Internet Journal of Allied Health Sciences and Practice, 3(2), 1-7. https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1071&context=ijahsp
  • Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38, 758-773. https://doi.org/10.1080/03075079.2011.598505
  • Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems. 46(1), 4-29. https://doi.org/10.1177/0047239516661713
  • Kucuk, S., & Richardson, J. C. (2019). A structural equation model of predictors of online learners' engagement and satisfaction. Online Learning, 23(2), 196-216. https://doi.org/10.24059/olj.v23i2.1455
  • Kuh, G. D. (2001). Assess what really matters in student learning. Change: The Magazine of Higher Learning, 33(3), 10-17. https://doi.org/10.1080/00091380109601795
  • Kuh, G. D. (2003). What we're learning about student engagement from NSSE: Benchmarks for effective educational practices. Change: The Magazine of Higher Learning, 35(2), 24-32. https://doi.org/10.1080/00091380309604090
  • Kuo, Y-C., Walker, A. E., Belland, B. R., & Schroder, K. E. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning, 14(1), 16-39. https://doi.org/10.19173/irrodl.v14i1.1338
  • Lederman, D. (2018). Online education ascends. Inside Higher Education, 7. https://www.insidehighered.com/digital-learning/article/2018/11/07/new-data-online-enrollments-grow-and-share-overall-enrollment
  • Liu, S. (2008). Student interaction experience in distance learning courses: A phenomenological study. Online Journal of Distance Learning Administrators, 11(1). http://www.westga.edu/~distance/ojdla/spring111/Liu111.html
  • Lorenzo, G. (2012). A research review about online learning: Are students satisfied? Why do some succeed and others fail? What contributes to high retention rates and positive learning outcomes? Internet Learning, 1(1), 46-55. https://bit.ly/2ZdzzNf
  • Martin, F., & Bolliger, D. U. (2018). Engagement matters: Students perceptions on the importance of engagement strategies in online learning environments. Online Learning, 22, 205-222. http://dx.doi.org/10.24059/olj.v22i1.1092
  • Meyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE Higher Education Report, 40(6), 1-114. https://doi.org/10.1002/aehe.20018
  • Monks, J. (2003). Patterns of giving to one's alma mater among young graduates from selective institutions. Economics of Education Review, 22(2), 121-130. https://doi.org/10.1016/S0272-7757(02)00036-5
  • Moore, G. E., Warner, W. J., & Jones, D. W. W. (2016). Student-to-student interaction in distance education classes: What do graduate students want? Journal of Agricultural Education, 57(2), 1-13. https://doi.org/10.5032/jae.2016.02001
  • Park, J.-H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207-217. https://pdfs.semanticscholar.org/3b3c/47a09120bcd232369e29ea383593e251b220.pdf
  • Rule, A. (2006). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), 1-10. https://bit.ly/3bP3oa3
  • Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Survey Research Group. https://files.eric.ed.gov/fulltext/ED580852.pdf
  • Sher, A. (2009). Assessing the relationship of student-instructor and student-to-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102-120. http://www.ncolr.org/jiol/issues/pdf/8.2.1.pdf
  • Swaggerty, E. A., & Broemmel, A. D. (2017). Authenticity, relevance, and connectedness: Graduate students' learning preferences and experiences in an online reading education course. Internet and Higher Education, 32, 80-86. http://dx.doi.org/10.1016/j.iheduc.2016.10.002
  • Whiteside, A. L, Dikkers, A. G., & Swan, K. (Eds). (2017). Social presence in online learning: Multiple perspectives on practice and research. Stylus Publishing.

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.desklight-26eaead1-9bf3-48d4-acef-bdd7598e0ec8
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.