A descriptive study of online interactions and learning effectiveness: Perspectives of online faculty and students
by Tabar-Gaul, Lo-An, Ph.D., NORTHCENTRAL UNIVERSITY, 2008, 228 pages; 3338626

Abstract:

The purpose of this study was to explore and investigate the learning effectiveness of online students at a 2-year community college based on three online interaction components: teaching presence, cognitive presence, and social presence. The research specifically focused on two online introductory-level computer courses within the Business and Information Systems Depar tment at a 2-year community college in Maricopa County, Arizona. Additional online presence components explored in this study included online communication technology and possible online retention components. Collected data was analyzed using descriptive statistical research method with the results presented in statistical, textual and graphic formats. Based on the results, the researcher found that teaching presence was the most significant component for successful online learning, as perceived by both online faculty and student participants. Cognitive presence was the second most important component in online learning environments for online learners. The results also recognized the importance of effective online interactions and pedagogy as factors in increasing online learning success. Further research on the relationships of online interactions and student demographics and background would benefit a larger population of online students and further validate the importance of learning effectiveness based on these online presence components.

 
Advisor
SchoolNORTHCENTRAL UNIVERSITY
SourceDAI/A 69-11, p. , Jan 2009
Source TypeDissertation
SubjectsCommunity college education; Educational technology
Publication Number3338626
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