Analysis of Student's Perception of Online Learning Research - Assignment Example

Research Area and Research Questions The main focus of the research conducted by Karl L. Smart and James J. Cappel was to study perceptionsof integrating online components into their learning activities. In particular, the researchers aimed at finding out how online learning is perceived by students, and how satisfied students are with online courses. Smart and Cappel also attempted to determine the differences between perceptions on the basis of demographic factors, as well as examine the perceived benefits, problems and limitations of online courses. Classroom component of the online learning unit was also analyzed. The major question that guided the research is “What is the perceived effectiveness of the use of online learning modules?” The question arose as a result of more and more institutions’ using online learning for business and information systems (IS) instruction. In addition, more and more Universities start providing online courses. Therefore, it has become important to determine how in particular students perceive and react to the elements of e-learning, whether the course is totally online, or if some online elements are integrated into traditional (classroom) instruction model. The study adds to the knowledge base of e-learning. In particular, it provides recommendations about how online learning approaches can be applied more effectively, so that they enhance learning. The study also provides a basis for future research of the interdependence between students’ previous experience with technology and online learning and their attitudes towards online courses. In addition, findings of the study allow to work further on determining the effects of interspersing online units that are considerably shorter in length into the traditional classroom model. In general, it can be said that among the greatest inputs of the research into the knowledge base is information on how e-learning can be enhanced, so that that the students percept it better, and are more successful in e-courses. The participants of the study were students with different experiences taking online learning units. So, it might be assumed that different levels of experience with online learning might have some impact on students’ satisfaction with online instruction. Another variable to consider is that the students were taking two different courses – one was a required course, while another – an elective one. Therefore, course content has shown to also have an influence on students’ satisfaction and success in the course. As for the theoretical perspective, the study is based on the learning theory, which states that effective learning can be achieved if students are actively involved in the learning process, when assignments are relevant to real life, and when students are forced to think critically. These statement became the basis for designing online courses for the research. Methodology As it has been mentioned above, the data of the research is based on different students’ experiences with online learning. The courses designed for the purpose of the study included the use of graphics, sound, video, and simulations. Students enrolled in one or two courses of the University were participating in the study. One was a required IS business course, the other – an elective Business Computer Graphics course. The overall sample was relatively evenly distributed by gender - 54% females and 46% males. 58% of the participants were 4th year students; 39% - 3rd year students, 4% were in their second year at the University. 53 responses of the students became the basis for the analysis and results of the study. The majority, 94% or the participants had a business major and did have prior experience completing an MVU course. The data was collected with the help of a survey. The survey was given to the students anonymously during the first class meeting. It was filled in after the class discussion of the online learning units. T-tests or chi-square tests were used for determining statistical significances between the various measures in the study. In addition, two open-ended survey questions were included into the survey to gather opinions about the strengths and limitations of online courses. So, the students could leave feedback and provide recommendations for improvement. Since the study does not work with a great number of participants, a survey is an absolutely justified data collection method, since is it time effective and relatively easy to analyze. It should also be noted that students participating in the research were encouraged to do so, since their grade for the course was dependent on whether they took the online units or not. The researchers developed several important measures of participants’ reactions to completing the online learning units. They attempted to measure students’ satisfaction, course’s effectiveness, how fun the online units were, how much time it took students to complete them, and level of the online unit’s complexity. In addition, the students were requested to rate the online learning units using a five-point scale. Another analysis was conducted to determine differences in attitudes in relation to gender, business versus non-business majors, and student classification by year in school. Though in general the methodology of the research seems quite logical, the number of participants could be higher, because it might be relatively difficult to consider statistically significant a sample of only 53 students. It is especially true considering the fact and more and more institutions provide online courses to thousands of people yearly. So, in relation to that huge number of people who have to deal with online learning, 53 might not be a large enough sample to make efficient assumptions. Findings and Discussion T-tests and chi-square tests were used for determining statistical significances between the various measures in the study. Students that took the elective course, in general perceived their online learning experience better than students who took the required course. Those in the elective course had a higher mean satisfaction rating (5.67), than students in the required course, whose mean satisfaction rating was only 4.25. Furthermore, students in the elective course responded that online learning was effective and fun. There were found no significant differences in gender or business and non-business students. However, older (4th year) students were more satisfied with the online units. As a result, the authors conclude that student’s perception of the online learning is greatly dependent on the course content. In addition, there were discovered differences in student’s attitudes toward the use of simulations, differences in perceptions toward the online modules between those enrolled in the elective course versus those in the required one, and the impact of time required to complete online modules on students’ perceptions of them. On the other hand, though simulations were indicated by some students as a strength of the online unit, other students viewed them as a problem. Therefore, the researchers conclude that it may be more effective to intersperse several exercises in an online module than presenting a single simulation at the end. The information provided as results of the study is supported by table, which are quite helpful in understanding the findings of the research. The tables are clear and comprehensible. The authors assume that differences in students’ perceptions of online learning might be related to their prior computer experience and overall attitudes toward technology. Thus, students with more prior experience with technology and e-learning rate it more positively. However, no data is provided to support this claim. It is also noted that time it takes to complete online units discouraged students. Therefore, the researchers concluded that it might be better to use shorter online units. But, again, there is not clear evidence that time needed for unit completion has a direct impact on student’s learning experience and satisfaction. To sum up, there have not been given a clear answer to the question whether it is worth to incorporate online learning units into traditional courses. While the authors attempted to find out how to use technology more effectively and how students react to it, the only valuable conclusions drawn upon the study is that online learning should provide real-world contexts for learning and promote critical thinking and deep learning. In general, there is congruence between the research question, the methodology and the findings of the study – the researchers have managed to find out how students perceive online learning. Read More