Used commonly in online education allowing students to learn without any time constraints.
Published in Chapter:
Emergence of Successful Online Courses: A Student and Faculty Shift
Amy L. Sedivy-Benton (University of Arkansas at Little Rock, USA), Andrew Hunt (University of Arkansas at Little Rock, USA), Teri L. Hunt (University of Arkansas at Little Rock, USA), James M. Fetterly (University of Arkansas at Little Rock, USA), and Betty K. Wood (University of Arkansas at Little Rock, USA)
Copyright: © 2014
|Pages: 11
DOI: 10.4018/978-1-4666-4458-8.ch032
Abstract
This chapter seeks to investigate the common characteristics that make online courses high quality. With an increase in online education and the increased attention to national standards and accreditation, there is a need for research to focus on the quality of online education. The literature related to online education suggests that more studies compare traditional courses with online courses as well as ways to affect the social climate of online courses and programs than the quality of online education. Questions to be considered range from, “How much time do instructors spend developing online courses compared to traditional courses?” to “What are the students’ perspective of the quality of online courses / instruction?” McGorry (2003) suggests seven constructs “to evaluate quality and learning in online courses: flexibility, responsiveness and student support, student learning, interaction, technology and technical support, and student satisfaction” (p. 162).