You are here:

Students’ Perceptions of Online Learning: A Comparative Study
ARTICLE

, , Central Michigan University, United States

JITE-Research Volume 5, Number 1, ISSN 1539-3585 Publisher: Informing Science Institute

Abstract

In search of better, more cost effective ways to deliver instruction and training, universities and corporations have expanded their use of e-learning. Although several studies suggest that online education and blended instruction (a “blend” of online and traditional approaches) can be as effective as traditional classroom models, few studies have focused on learner satisfaction with online instruction, particularly in the transition to online learning from traditional approaches. This study examines students’ perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion. The results indicate that participants in an elective course rated the online modules significantly better than those in a required course. Overall, participants in the elective course rated the online modules marginally positive while those in the required course rated them marginally negative. These outcomes suggest that instructors should be selective in the way they integrate online units into traditional, classroom-delivered courses. This integration should be carefully planned based on learner characteristics, course content, and the learning context. For most participants of the study (83 percent), this was their first experience completing an online learning activity or module. In addition, the largest dissatisfaction factor reported among the participants was the time required to complete the online modules. Future research is encouraged to explore: (1) how previous experience with technology and online learning affects students’ attitudes towards and success with e-learning; and (2) the effects of interspersing online units that are considerably shorter in length into the traditional classroom model. This additional research can provide greater insight into which factors promote e-learning success.

Citation

Smart, K.L. & Cappel, J.J. (2006). Students’ Perceptions of Online Learning: A Comparative Study. Journal of Information Technology Education: Research, 5(1), 201-219. Informing Science Institute. Retrieved February 23, 2019 from .

Keywords

View References & Citations Map

References

  1. Adler, R.W., Milne, M.J. & Stablein, R.. (2001). Situated motivation: An empirical test in an accounting class. Canadian Journal of Administrative Sciences, 18(2), 101-116.
  2. Ancona, D.G., & Caldwell, D.F. (1992). Demography and design predictors of new product team performance. Organization Science, 3, 321-341.
  3. Beller, M. & Or, E. (1998). The crossroads between lifelong learning and information technology: A challenge facing leading universities. Journal of Computer-Mediated Communication (online journal), 4(2) (December). Retrieved 16 May 2006 from http://jcmc.indiana.edu/vol4/issue2/beller.html
  4. Benbunan-Fich, R. & Starr, R.H. (2003). Mediators of the effectiveness of online courses. IEEE Transactions on Professional Communication, 46(4), 296-312.
  5. Benek-Rivera, J., & Matthews, V.E. (2004). Active learning with jeopardy: Students ask the questions. Journal of Management Education, 28, 104-118.
  6. Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L.B. Resnick (Ed.), Knowing, Learning, and Instruction (P. 361-392). Hillsdale, NJ: Erlbaum.
  7. Bonwell, C.C., & Eisen, J.A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University.
  8. Brown, K.M. (1996). The role of internal and external factors in the discontinuation of off-campus students. Distance Education, 17(1), 44-71.
  9. Burke, L.A. & Moore, J.E. (2003). A perennial dilemma in OB education: Engaging the traditional student. Academy of Management Learning& Education, 2(1), 37-53.
  10. Cole, M.S., Field, H.S. & Harris, S.G. (2004). Student learning motivation and psychological hardiness: Interactive effects on students’ reactions to a management class. Academy of Management Learning& Education, 3(1), 64-85.
  11. Davis, J. (2000). Traditional vs. Online learning: It’s not an either/or proposition. Employment Relations Today, 27(1), 47-60.
  12. Driscoll, M. (2002). How people learn (and what technology might have to do with it). ERIC Clearinghouse on Information and Technology Syracuse, NY. Retrieved 5 January 2006 from http://www.ericdigests.org/2003-3/learn.htm
  13. Driscoll, M. & Carliner, S. (2005). Advanced web-based training strategies. San Francisco: Pfeiffer.
  14. Duffy, T.M., & Cunningham, D.J. (1996). Constructivism: Implications for the design and delivery of instruction. In D.H. Jonassen (Ed.), Handbook of research for educational communications and technology. New York: Macmillan.
  15. Eble, K. (1994). Craft of teaching: A guide to mastering the professor's art (2nd edition), New York: Jossey-Bass. E-learning replaces classroom. (2003). Health Management Technology, 24(4), 50-51.
  16. Frankola, K. (2001). Why online learners dropout. Workforce, 10, 52-60. Smart &Cappel
  17. Gefen, D., Karahanna, E. & Straub, D.W. (2003). Inexperience and experience with online stores: The importance of TAM and trust. IEEE Transactions on Engineering Management, 50(3), 307-321.
  18. Geiger, M.A. & Cooper, E.A. (1996). Using expectancy theory to assess student motivation. Issues in Accounting Education, 11(1), 113-125.
  19. Gold, M. (2003). IRS goes E.T + D, 57(5), 76-82. [Please clarify the name of this journal. It is T + D?]
  20. Golladay, R., Prybutok, V. & Huff, R. (2000). Critical success factors for the online learner. Journal of Computer Information Systems, 40(4), 69-71.
  21. Gruenfeld, D.H., & Hollingshead, A.B. (1993). Sociocognition in work groups: The evolution of group integrative complexity and its relation to task performance. Small Group Research, 24(3), 383-405.
  22. Hackman, J.R. (Ed.) (1990). Groups that work (and those that don’t). San Francisco: Jossey-Bass.
  23. Hall, B. (2003). FAQs about e-learning. Retrieved August 15, 2003, from www.brandonhall.com/public/faqs2/faqs2.htm
  24. Hara, N. & Kling, R. (2000). Students’ distress with a web-based distance education course: An ethnographic study of participants’ experiences. Information, Communication and Society, 3(4), 557-579.
  25. Haugen, S., LaBarre, J., & Melrose, J. (2001). Online course delivery: Issues and challenges. Issues in Information Systems, 2, 127-131.
  26. Henry, J.W. & Stone, R.W. (1994). A structural equation model of end-user satisfaction with a computerbased medical information system. Information Resources Management Journal, 7(3), 21-34.
  27. Honebein, P.C. (1996). Seven goals for the design of constructivist learning environments. In B.G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design. Englewood Cliffs, NJ: Educational Technology Publications.
  28. Johnston, J., Killion, J., & Oomen, J. (2005). Student satisfaction in the virtual classroom. The Internet Journal of Allied Health Sciences and Practice. 3. Available January 26, 2006, at http://ijahsp.nova.edu/articles/vol3num2/Johnston%20-%20Printer%20Version.pdf Koohang, A. & Durante, A. (2003). Learners’ perceptions toward the web-based distance learning activities/assignments portion of an undergraduate hybrid instructional model. Journal of Informational
  29. Laine, L. (2003). Is e-learning effective for IT training? T +D, 57(6), 55-60.
  30. Liaw, S. & Huang, H. (2002). How web technology can facilitate learning. Information Systems Management, (Winter), 56-61.
  31. Martins, L.L. & Kellermanns, F.W. (2004). A model of business school students’ acceptance of a webbased course management system. Academy of Management Learning& Education, 3(1), 7-39.
  32. McEwan, B. (2001). Web-assisted and online learning. Business Communications Quarterly, 64(2), 98103.
  33. McEwen, T. (1997). Communication training incorporate settings: Lessons and opportunities for the academe. Mid-American Journal of Business, 12(1), 49-58.
  34. McKeachie, W. (2002). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers (11th ed.). Boston, MA: Houghton Mifflin.
  35. Meyen, E.L., Aust, R., Gauch, J.M., Hinton, H.S., & Isaacson, R.E.. (2002). E-Learning: A programmatic research construct for the future. Journal of Special Education Technology. Retrieved December 28, 2005, from http://jset.unlv.edu/17.3/smith/smith.pdf
  36. Moore, C. (2001). E-learning leaps into the limelight. InfoWorld, 23(5), 32.
  37. O’Neill, K., Singh, G. & O’Donoghue, J. (2004). Implementing elearning programmes for higher education: A review of the literature. Journal of Informational Technology Education, 3, 313-323. Available at http://jite.org/documents/Vol3/v3p313-323-131.pdf Pallof, R., & Pratt, K. (2003). The Virtual Student: A Profile and Guide to Working with Online Learners. San Francisco, CA: Josey-Bass Publishers.
  38. Picciano, A.G. (2002). Beyond student perceptions: Issues interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6, 20-41.
  39. Piccoli, G., Ahmad, R. & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, 25(4), 401425.
  40. Quitadamo, I.J. & Brown, A. (2001). Effective teaching styles and instructional design for online learning environments. National Educational Computing Conference, July 25-27, 2001 (Chicago, IL). Retrieved January 10, 2006 at http://confreg.uoregon.edu/NECC2001/program/research_pdf/Quitadamo.pdf Richardson, L. (2003). A challenge to change business education. Mid-American Journal of Business, 18(1), 5-6.
  41. Rubenstein, H. (2003). Recognizing e-learning’s potential& Pitfalls. Learning& Training Innovation,s 4(4), 38.
  42. Ryan, S. (2001). Is online learning right for you? American Agent& Broker, 73(6), 54-58. Sarason, Y. & Banbury, C. 2004. Active learning facilitated by using a game-show format or who doesn’T. Journal of Management Education; 28 (4), 509-518.
  43. Scardamalia, M. (2002, April). Creative work with ideas: A luxury? Paper presented at the annual meeting of the American Psychological Association, New Orleans, LA.
  44. Scheidel, T.M. & Crowell, L. (1979). Discussing and decoding: A deskbook for group leaders and members. New York: Macmillan.
  45. Schleede, J. (1998). The best of times or the worst of times for business education? Mid-American Journal of Business, 13(1), 4-5.
  46. Scriven, M. & Paul, R. (2004). Defining critical thinking. Available online January 26, 2006, at http://www.criticalthinking.org/aboutCT/definingCT.shtml Serwatka, J. (2003). Assessment in on-line CIS courses. Journal of Computer Information Systems, 43(3), 16-20.
  47. Simmers, C.A. & Anandarajan, M. (2001). User satisfaction in the Internet-anchored workplace: An exploratory study. Journal of Information Technology, Theory, and Application, 3(5), 39-62.
  48. Stoel, L. & Lee, K.H.. (2003). Modeling the effect of experience on student acceptance of Web-based courseware. Internet Research, 13(5), 364-374.
  49. Tuckman, B.W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63, 384-99.
  50. Volery, T. & Lord, D. (2000). Critical success factors in online education. The International Journal of Education Management, 14(5), 216-223.
  51. Wang, Y. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information& Management, 41(1), 75-86.
  52. Watkins, R. (2005). Developing interactive e-learning activities. Performance Improvement, 44, 5-7.
  53. Wober, K. & Gretzel, U. (2000). Tourism managers’ adoption of marketing decision support systems. Journal of Travel Research, 39(2), 172-182.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.