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Learner Perceptions of Online Courses

Learner Perceptions of Online Courses

Marc R. Robinson
Copyright: © 2009 |Pages: 6
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch192
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MLA

Robinson, Marc R. "Learner Perceptions of Online Courses." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 1340-1345. https://doi.org/10.4018/978-1-60566-198-8.ch192

APA

Robinson, M. R. (2009). Learner Perceptions of Online Courses. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 1340-1345). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch192

Chicago

Robinson, Marc R. "Learner Perceptions of Online Courses." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 1340-1345. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch192

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Abstract

The debate about learner perceptions of online courses can be divided roughly into two spheres: those that argue that learner perceptions are influenced mainly by instructor quality, and those that argue that learner perceptions are more affected by course design quality (Ortiz-Rodríguez, Telg, Irani, Roberts & Rhoades, 2005). These divergent views may mirror a shift in research literature away from an instructor focus and toward a student focus – labeled as either a learner, learning, or engagement focus (Ennis-Cole & Lawhorn, 2004; Palloff & Pratt, 2007, and Rice, 2006). This also reflects emerging research (e.g., Jackson, 2007, Palloff & Pratt, 2007, and Wilson, 2007) which indicates that the instructor’s role is changing from being the sole expert responsible for designing, developing, and teaching the class – the “sage on the stage” model – toward a team-based approach where the instructor assists in designing a course with a team and acts as a facilitator for the learners – the “guide on the side” model.

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