A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study | Zendy

Michelle Gonzalez | Zendy; Noreen S. Moore | Zendy

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A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study

Author(s) -

Michelle Gonzalez,

Noreen S. Moore

Publication year - 2020

Publication title -

international journal of educational methodology

Language(s) - English

Resource type - Journals

ISSN - 2469-9632

DOI - 10.12973/ijem.6.1.223

Subject(s) - perception , variety (cybernetics) , graduate students , psychology , interpersonal communication , medical education , qualitative research , multimethodology , online course , mathematics education , pedagogy , sociology , computer science , medicine , social psychology , social science , artificial intelligence , neuroscience

The purpose of this study was to compare and contrast faculty and graduate students’ perceptions of engaging online courses. This mixed-methods study occurred in a mid-sized state university in northeastern United States. Data from an online survey and semi-structured interviews indicated that graduate students and faculty perceived similar online course elements in the areas of social and teaching presence as engaging: interpersonal connections, structured learning environments, and variety in course activities and type of technology used. Both believed that poor organization was unengaging. Subtle differences in perception were illuminated by the qualitative analysis. The results have implications for online course pedagogy and research methodology.

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