Attributes of Successful Online Students and Instructors

Attributes of Successful Online Students and Instructors

Michelle Kilburn (Southeast Missouri State University, USA), Martha Henckell (Southeast Missouri State University, USA) and David Starrett (Southeast Missouri State University, USA)
Copyright: © 2015 |Pages: 10
DOI: 10.4018/978-1-4666-5888-2.ch738
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Background

In 1981, the first online classes were developed at the School of Management and Strategic Studies at Western Behavior Sciences Institute in La Jolla, California. An evaluation of the program, and the discussions that took place, revealed that the quality of the online course was higher than the information collected in the traditional classroom setting (Feenberg, 1999).

Since that time, a number of studies have compared the effectiveness of online instruction to traditional lecture formats. Findings have admittedly been mixed (Rivera, & McAlister, 2001; Ungerleider & Burns, 2004; Zhang, 2005). However, a majority of the studies find no difference in student performance and student satisfaction, regardless of the delivery format (Lim, Kim, Chen & Ryder, 2008; McFarland & Hamilton, 2006). Online courses that are properly designed can certainly have the same level of quality and rigor as comparative face-to-face courses (Brown, 2012).

Kilburn (2005) developed the following conceptual map regarding student motivations to take an online course at a particular University in the Midwest. (see Figure 1)

Figure 1.

Motivations to take online courses

Key Terms in this Chapter

Web-Based Instruction: A media-rich online environment allowing people to interact with others asynchronously or synchronously in collaborative and distributed environments (Harasim, 1995 AU73: The in-text citation "Harasim, 1995" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ), to gain access to remote multi-media databases for active and resource-based learning (Jung & Leem, 1999 AU74: The in-text citation "Jung & Leem, 1999" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ), and to manage self-paced individual learning in a flexible way (Reeves & Reeves, 1997 AU75: The in-text citation "Reeves & Reeves, 1997" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).

Synchronous Learning: Adjective used to describe an operation performed at the same time as another event (Boaz, et al., 1999 AU72: The in-text citation "Boaz, et al., 1999" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).

Asynchronous Learning: Electronic communication in which the student and teacher interact via e-mail and listservs, but do not do so by being on the Internet at the same time (Berge, Collins & Day, 1995 AU70: The in-text citation "Berge, Collins & Day, 1995" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).

Distance Learning: Learning that occurs when the instructor and students are separated by physical distance and technology is used to bridge the instructional gap (Boaz, Elliott, Foshee, Hardy, Jarmon, & Olcott, 1999 AU71: The in-text citation "Boaz, Elliott, Foshee, Hardy, Jarmon, & Olcott, 1999" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).

Online Learning/Course: A context for learning in which students interact using technology and do not meet in a physical classroom with the instructor.

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