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Sheri Beasley

A 2007 research study examined the relationship between instructor behaviors and perceived levels of student learning and satisfaction in online undergraduate business courses. The extent and type of instructor interaction in discussion boards, and individual instructor feedback was examined and compared to determine the effect on student learning and satisfaction.

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Influence of Instructor Behaviors on Student Perceptions of the Online Learning Experience Sheri Beasley, Ph.D. – Baker College
Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Study Introduction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Study Introduction (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Relevant Literature Findings ,[object Object],[object Object],[object Object],[object Object]
Relevant Literature Findings (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Relevant Literature Findings (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Theoretical Orientation ,[object Object],[object Object],[object Object],[object Object]
Baker College Online ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Methodology ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Sample Two Universities Comprising Student Sample for Study NCA NCA & IACBE Accreditation 2000 1996 Online Courses Instituted 34 33 Average Student Age 10 Weeks Six Weeks Course Duration 30 students or less 15 students or less Class Size University 2 University 1 Characteristic
Sample (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Variable Mean Results ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Bivariate Correlations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Bivariate Correlations (cont.) ,[object Object],[object Object],[object Object],[object Object]
Bivariate Correlations (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Research Question 1 ,[object Object]
RQ1/Hypotheses ,[object Object],[object Object],[object Object],[object Object]
RQ1/Hypotheses (cont.) ,[object Object],[object Object]
Research Question 2 ,[object Object]
RQ2/Hypotheses ,[object Object],[object Object],[object Object],[object Object],[object Object]
RQ2/Hypotheses (cont.) ,[object Object],[object Object]
Research Question 3 ,[object Object]
RQ3/Hypotheses ,[object Object],[object Object],[object Object]
RQ3/Hypotheses (cont.) ,[object Object],[object Object],[object Object]
RQ3/Hypotheses (cont.) ,[object Object],[object Object],[object Object]
Research Question 4 ,[object Object]
Research Question 4/Hypotheses ,[object Object],[object Object],[object Object],[object Object]
Study Findings ,[object Object],[object Object],[object Object],[object Object]
Implications ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implications (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implications (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implications (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implications (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implications (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Implications (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implications for Practice ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implications for Practice (cont.) ,[object Object],[object Object],[object Object],[object Object]
Implications for Practice (cont.) ,[object Object],[object Object],[object Object],[object Object]
Implications for Practice (cont.) ,[object Object],[object Object],[object Object]
Future Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Real-Use Benefits & Best Practices ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Benefits & Best Practices (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Benefits & Best Practices (cont.) First Week of Class ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Hello Students!
Benefits & Best Practices (cont.) Be Visible and Present in DBs ,[object Object],[object Object],[object Object],[object Object],[object Object]
Benefits & Best Practices (cont.) Ideas to Engage Students ,[object Object],[object Object],[object Object],[object Object]
Benefits & Best Practices (cont.) Ideas to Engage Students ,[object Object],[object Object],[object Object],[object Object]
Questions?
References ,[object Object]

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10 29 09 Sloan C

  • 1. Influence of Instructor Behaviors on Student Perceptions of the Online Learning Experience Sheri Beasley, Ph.D. – Baker College
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  • 11. Sample Two Universities Comprising Student Sample for Study NCA NCA & IACBE Accreditation 2000 1996 Online Courses Instituted 34 33 Average Student Age 10 Weeks Six Weeks Course Duration 30 students or less 15 students or less Class Size University 2 University 1 Characteristic
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Editor's Notes

  1. Contructivist Theory Focus on learner Student involved in process Instructor plays role of facilitator Primarily social where interaction is integral part of learning Does not specifically address e-learning or distance education Moore’s theory is relevant to distance learning, addresses human interaction components examined in this study. Moore & Kearsley note primary role of instructor is to facilitate interaction. Moore’s framework provides a good fit for e-learning because it is a systems approach and addresses distance education