- Education / Teaching / Learning
Online Learning Research Proposal
Pages: 10 (3303 words) · Bibliography Sources: 10 · File: .docx · Level: Doctorate · Topic: Teaching
TOPIC: Research Proposal on Online Learning Assignment
Two Ordering Options:
- To download this paper immediately , it takes only 2 minutes to subscribe. You can individually download any of our 2,000,000+ private & exclusive papers, 24/7! You'll also receive a permanent, 10% discount on custom writing. (After you pay and log-in, the "Download Full Paper" link will instantly download any paper(s) that you wish!)
- One of our highly experienced experts will write a brand new, 100% unique paper matching the exact specifications and topic that you provide! You'll be the only person on the planet to receive the one-of-a-kind paper that we write for you! Use code "Save10" to save 10% on your 1st order!
Download the perfectly formatted MS Word file!
We'll follow your exact instructions! Chat with the writer 24/7.
Related Research Proposals:
Online Learning vs. Traditional Essay …
Online vs. Traditional Learning Online Learning vs. Traditional Learning With the advent of technology, the way learning is conducted, both in and out of school, has changed dramatically. There are…
Pages: 3 (872 words) · Type: Essay · Bibliography Sources: 4
Online Teaching Literature Review …
Online Teaching Technology advancements have made a lot of improvements in every walk of life. The field of education has also been blessed by the technology and the concept of…
Pages: 4 (1241 words) · Type: Literature Review · Bibliography Sources: 1
Historical and Socio Cultural Analysis of Online Learning Term Paper …
Online Learning and Education Technology can provide a valuable advantage for students in the classroom. The opportunities for teachers to enhance instruction using computer technology are tremendous. However, the literature…
Pages: 3 (747 words) · Type: Term Paper · Bibliography Sources: 1
Online Education Term Paper …
Online Education Online Learning vs. Traditional (in-Class) Learning Whether students prefer online learning or in-class learning largely depends on many factors, including how much socialization a student is looking for…
Pages: 28 (9159 words) · Type: Term Paper · Bibliography Sources: 15
Designing Online Learning Management System Research Proposal …
Designing Online Learning Management System In defining an online learning management system framework, considerations of how to enable a very high level of collaboration between students themselves and between individual…
Pages: 3 (870 words) · Type: Research Proposal · Style: APA · Bibliography Sources: 10
View other related papers >>
View 200+ other related papers >>
How to Cite "Online Learning" Research Proposal in a Bibliography:
Sat, Dec 9, 2023
- 5-Day Trial for $8.97
- Write a Paper for Me!
- Download 175K Essays
- Paper Topics
- Paper Editing Service
- Writing Samples
- Essay Writing Tutorials
- Info / FAQ / Guarantee
- Beware of Copycats!
- Listen to our radio ad!
- Text (super fast):
EssayTown.com © and ™ 2001–2023. All Rights Reserved. Terms & Privacy
- TEXT: 1-65O-585-OOO5
- Avoid Copycats!
- Listen to our radio music ad
Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .
Enter the email address you signed up with and we'll email you a reset link.
- We're Hiring!
- Help Center
Online Class Grades versus Traditional Class Grades: A Research Proposal Examining the Effect Online Classes has on Grading
by Norana Cantrell
It is common for research reports to use instructor assigned grades as a measure of student success when studying online courses and traditional face-to-face courses. The purpose of this study is to determine if educators have different expectations of online students and if they grade student work different in an online course as opposed to a traditional face-to-face course. Instructor-assigned grades from online courses will be compared with instructor-assigned grades for their classroom-based counterparts. Additionally, other instructors will grade the student work for both classes to see if there are any significant differences without knowing which students are from which classes. This work attempts to investigate whether instructors are more or less lenient when it comes to grading online course work as a result of instructor’s perceptions of online students, online courses, or for further reasons.
Free Related PDFs
Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online courses. Our general results suggest that students performed better in, and had higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met their learning needs. Alongside this, students exhibited positive views towards their instructors’ skill level and use of technology to support academic success. Logistic regression analyses of differences in student success across ins...
The purpose of the present study was to compare student ratings of instruction in online and face-to-face (F2F) higher education courses in an effort to better understand how faculty can strengthen their teaching in the online environment. Student ratings of instruction in online and on-campus courses were examined in two different ways that yielded similar findings. First, more than 8,000 student ratings of online and on-campus, traditional courses were compared. The ratings were based on 172 online courses and 470 on-campus courses. Results indicated that on-campus courses were rated significantly higher than online courses in Communication, Faculty/Student Interaction, Grading, Instructional Methods, and Course Outcomes; effect sizes were small. Student Effort was rated significantly higher for online courses than for F2F courses, also with a small effect size. A second analysis, using 11 pairs of the same course and same instructor, yielded similar findings. Students rated on-ca...
Recently new ways of administering course evaluations have moved to an online format. There have been advantages and drawbacks to online course evaluations as compared to paper-pencil evaluations. One of the greatest concerns with online course evaluations is the lower response rates compared to paper-pencil surveys. This research study aims to find out whether those concerns are legitimate by examining the students' response rate to a new online course evaluation implemented at a small size public university in the United States. Investigating variables such as class format, class level, and class size, there were no statistically significant results, suggesting these factors did not play a role in students' response rates. What potential factors may have played a role in these results will be further discussed.
Margaret Greer , Brenda Shook
This study examined student perceptions of online teaching effectiveness in undergraduate courses. End-of course evaluation data were collected from a sample of 2,750 online multisection courses taught within a 12 month period and comparisons were made between highly rated courses (at 4.5 or higher on a 5 point scale) and low rated courses (at 3.0 or lower). There was a significant difference in course evaluations as a function of academic rank, with slightly lower ratings for faculty at lower ranks relative to those at higher ranks. In general, online teaching experience and experience teaching the same course were both weak predictors of course evaluation outcomes. Overall, in highly rated courses instructors were: receptive to questions, responded promptly to emails, provided timely feedback, posted grades in a timely manner, and were perceived as active participants in the online class. Further findings and recommendations to assist faculty in understanding online teaching evaluations are discussed.
Increasingly, college students are enrolling in both online and face-to-face classes, while college instructors are teaching both online and face-to-face classes. What are the key similarities and differences in quality instruction across these formats? Instructors can benefit from knowing what the best classes have in common, and how to adjust their teaching to best fit the medium of delivery. We surveyed 2,007 undergraduate students at a public, metropolitan university and asked them about the best and worst classes they have ever taken. The resulting qualitative and quantitative data reveal some important consistencies across modalities—like effective communication and instructor availability. Other factors, however, differ by course format. Instructors seem to matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments are more important in online classes. Our findings can help college instructors in any modality reach ...
2015, Journal on excellence in college teaching
It is necessary to address literacy throughout the curriculum, and writing is an effective tool for achieving it. This study sought to compare the academic performance of undergraduate students (n = 121) who sought teacher certification at elementary level (pre-kindergarten – 6 grade) and secondary level (7 grade – 12 grade). This study used a causal-comparative, quasi-experimental research design to compare the academic performance between these two groups in five university courses that were common among all education majors and contained a strong writing component. Data were collected in the form of final grades earned after completion of each of the five courses and analyzed using Mann-Whitney U analyses. Data analyses revealed two statistically significant findings between the two groups in both of the two sophomore-level English courses, and mean ranks showed that the academic performance of preservice elementary teachers was stronger. Effect sizes for these two findings sugge...
2010, American Journal of Business Education (AJBE)
2010, Assessment & Evaluation in …
2017, Canadian Journal of Higher Education
At one of Ontario’s largest universities, the University of Ottawa, course evaluations involve about 6,000 course sections and over 43,000 students every year. This paper-based format requires over 1,000,000 sheets of paper, 20,000 envelopes, and the support of dozens of administrative staff members. To examine the impact of a shift to an online system for the evaluation of courses, the following study sought to compare participation rates and evaluation scores of an online and paper-based course evaluation system. Results from a pilot group of 10,417 students registered in 318 courses suggest an average decrease in participation rate of 12–15% when using an online system. No significant differences in evaluation scores were observed. Instructors and students alike shared positive reviews about the online system; however, they suggested that an in-class period be maintained for the electronic completion of course evaluations.
2007, The Internet and Higher Education
FREE RELATED PAPERS
Patrick Lowenthal , Kenzen Chen
Student evaluations of teaching provide a wealth of information about students’ experiences in higher education. Colleges and universities, though, as a whole, need to spend more time mining these evaluations to better understand student perceptions of their college coursework. These evaluations are especially helpful to better understand students’ experiences in online courses, which, despite continued growth, are still relatively new for most faculty and students. The analysis of seven years of student evaluations at a metropolitan research university is presented in the following article. The purpose of the analysis was to better discern students’ experiences online as well as to address commonly held assumptions about online learning (e.g., that teaching evaluations are lower for online courses). Results indicate that students in this sample actually do rate online courses lower than face-to-face courses. The article concludes with situating these results in the larger student evaluation literature as well as addressing larger implications of these results for practice.
Philip Auter , Phillip Arceneaux
2015, Istanbul Journal of Open and Distance Education
This paper proposes a new method of collecting and utilizing quality feedback fromstudents regarding the learning experience of the electronic classroom. The studybegins by reviewing how existing methods for data gathering, also known as stu-dent evaluations of instruction (SEI), have been well established and tested in thetraditional class setting, but have not been adequately adapted to the online classsetting. The Quality Matter (QM) rubric is suggested as a supplementary tool inthe information collection process of online classes. Data was collected by surveyfrom both students and professors of the same institution. The results note bothstrengths and weaknesses of each approach, and conclude that the most eﬃcientsystem would be to use the QM Rubric as a supplement to the SEI.
Carrie Anne Platt
Given the increasing number of online courses and the established association between student perceptions of learning environments and academic outcomes, this study investigated student perceptions of the equivalence of online classes and face-to-face classes. In contrast to previous studies on student perceptions of equivalence, which primarily used specific online classes as points of reference, this study focused on students’ perceptions of online courses in general. Overall, students did not perceive online and face-to-face classes to be equivalent, but previous exposure to online classes was positively associated with perceptions of general equivalence, comparative flexibility, comparative knowledge gained, and comparative level of interaction in online versus face-to-face classes. The final part of the paper applies these findings to the educational setting by discussing their implications for programs seeking to expand online course offerings.
Joey Gray , Timothy Graeff
2013, The Internet and Higher Education
Lina Di Genova
Canadian Journal of Higher Education
Concerns over the usefulness and validity of student ratings of instruction (SRI) have continued to grow with online processes. This paper presents seven common and persistent concerns identified and tested during the development and implementation of a revised SRI policy at a Canadian research-intensive university. These concerns include bias due to insufficient sample size, student academic performance, polarized student responses, disciplinary differences, class size, punishment of rigorous instructor standards, and timing of final exams. We analyzed SRI responses from two mandatory Likert scale questions related to the course and instructor, both of which were consistent over time and across all academic units at our institution. The results show that overall participation in online SRIs is representative of the student body, with academically stronger students responding at a higher rate, and the SRIs, themselves, providing evidence that may moderate worries about the concerns.
A study was conducted to examine instructional characteristics and their relationship to student outcomes in online courses at a 2-year and 4-year higher educational institution. Instructional characteristics included learner support, course design and organization, content design and delivery, interactivity (student-instructor and student-student), and assessment and evaluation. A student survey instrument was created that captures student perceptions of the instructional characteristics of their course, their learning, and their satisfaction with the course. The data collected from the student survey was merged with data from institutional student information systems (e.g., demographics and course grade).This article examines the relationship between these instructional characteristics, sometimes referred to as indicators of online course quality, and their relationship to student outcomes for all students and for underrepresented students. Significant findings from multiple r...
Billy Brocato, Ph.D.
2015, Journal of Education and Information Technology
This study examined students’ evaluations of faculty performance in traditional and online classes. The study design builds upon prior research that addressed socially relevant factors such as classroom environments, students’ learning goals, expected, and received grades, and more importantly, students’ ratings of instructors’ performance. The sample consists of data from a population of humanities and social sciences faculty from a medium-sized southwest undergraduate university who taught both online and traditional classes during the semester periods Fall 2010 to Spring 2012. In a traditional setting, the evaluation factors (develops rapport with students, stimulates students, challenges student learning, provides timely feedback, and teaches fundamentals), and the external factors—(course level taught and gender)—were found to significantly contribute to faculty summary scores. In an online class, students consistently rank female instructors better. However, the evaluation criteria—develops student rapport, stimulates students, provides timely feedback, and teaches fundamentals (though not ‘challenges and involves students in their learning’)—mirrored the same affects observed in the traditional classroom evaluations. The finding that “teaches fundamentals” received the largest standardized beta-coefficient in both classrooms further confirms earlier research that university students perceive course mastery as a major indicator of instructor performance regardless of gender or rank. However, the results indicate that students’ perceptions are different when attending a traditional versus online classroom setting. This infers that synchronous and asynchronous settings require different teaching styles and different evaluation criteria.
The research on student rating scales and other measures of teaching effectiveness in face-to-face (F2F) courses has been accumulating for 90 years. With the burgeoning international development of online and blended/hybrid courses over the past decade, the question of what measures to use has challenged directors of distance education programs. Can the traditional F2F scales already in operation be applied to online courses or do all new scales have to be designed? Despite the increasing number of online courses, attention to their evaluation lags far behind that of F2F courses in terms of available measures, quality of measures, and delivery systems. The salient characteristics of F2F and online courses are compared to determine whether they are really different enough to justify separate scales and evaluation systems. Based on a review of the research and current practices, seven concrete measurement options were generated. They are proffered and critiqued as a state-of-the-art &...
2022, International journal of research publications
2006, Innovate Journal of Online Education
2013, American Journal of Business Education (AJBE)
Curt Bonk , Ray Martinez
2004, Association for Educational …
2000, Journal of Computer Assisted Learning
2005, Computers and Composition
Perhaps the most promising and understudied aspect of online education is course assessment. Course assessment is important because it has a strong impact on learning and is an indicator of the quality of learning occurring in a class. In the online environment, methods of assessment can be very different. However, the online education literature is currently lacking empirical data about the general status of assessment practices or how those practices relate to student learning. This article lays the groundwork for future studies by providing a description of formative and summative assessment and learning strategies in 60 online courses and suggesting some ways that assessment practices lead to different types of learning. In this study, instructors appear to follow effective practice by using multiple and alternative assessment methods, dispersing grades over time, and providing timely and frequent feedback to students. Students report focusing on relatively more complex learning...
This study seeks to evaluate the current state of online educational delivery and assess the perception of the these six issues—quality, rigor, engagement, retention, discussion component, and critical thinking—as well as acceptance of online education courses credits compared to the traditional face-to-face academic model. A survey instrument was distributed to over 500 faculty, university administrators, and students to solicit their feedback towards current practices, attitudes, and beliefs about online courses. This study found that most faculty, administrator, and students perceived online education to be inferior as compared to face-to-face delivery in six different areas. Furthermore, most faculty indicated an acceptance of online course credit for prerequisite traditional face-to-face undergraduate and graduate offerings. However, many faculty reported that online courses should not be replacement for face-to-face in one’s major field of study.
2007, Journal of Asynchronous Learning Networks
Prof. Md. Mamun Habib. Ph.D., FCILT, SMIEEE
2021, International Journal of Advanced Management and Accounting
Distance education is becoming increasingly popular across all educational institutes, and students of all ages are increasingly adopting it. Academic institutions should be aware of students' requirements and expectations in order to provide excellent education and use this information to develop successful methods and solutions for adopting remote education. "Students' Attitudes toward Online Classes across Educational Establishments" is the response to the question which has played a key role in the development and implementation of a pedagogically sound online curriculum. The paper uses qualitative and quantitative data to validate students' attitudes in order for the study to be more efficient. A formal questionnaire was used in the collection of primary data for this study. In addition, secondary data was collected from other research papers based on the topic. The questionnaire was designed with the theoretical backdrop, research topic, and study objectives in mind. Location, income, and teacher are the independent variables in the questionnaire. In addition, the dependent variables comprise ease of use, the interaction between students, course structures, and attitude. The current edition of the Statistical Package for Social Sciences (SPSS) software was used to show the data as graphical representations in order to interpret the collected results. Students had optimistic perceptions regarding online learning, according to the results of the study. They believe that e-learning assists them to organize their time better, ensures learning flexibility. But on the other hand, the study also revealed the obstacles that students face when using e-learning systems which are the lack of interaction amongst students in online classes, support from faculties, lack of interest in learning new skills, lack of confidence in using elearning, inability to understand contents delivered online, ignorance of the benefits of e-learning. The value of the research can be emphasized to make the process of accrediting additional remote education programs easier, and policymakers should integrate online learning themes in the curriculum, and the government should conduct workshops and seminars for instructors to qualify them with computer knowledge and application in the classroom.
2012, The Turkish Online Journal of Distance Education
As online degrees and programs increase in number and popularity so does the need for excellence and quality in the programs and courses offered. Becoming more scholarly in online course delivery, especially in the evaluation or assessment of those classes is essential for teaching and learning. This paper explores the pilot of an evaluation of student learning through anonymous feedback at mid-semester in seven online courses. Electronic Formative Assessment of Classroom Teaching (eFACT) is a process of gathering anonymous student feedback through a faculty consultant using e-mail. This process gives the online instructor the opportunity to make changes to the delivery of the course while the class is in session. Instructors felt they gained useful and meaningful information and were able to make changes in their delivery format midway through the semester. Student learning was helped through the use of online features that made the class more social and interactive. Perceived or r...
Collegiate Aviation Review International
2022, European Journal of Humanities and Social Sciences
The past two decades have witnessed an exponential increase of both blended and fully online courses in higher education. Nevertheless, despite the invested efforts in defining and examining quality issues concerning online courses, there seems to be an equal growth in the challenges as well as the boundaries for defining the quality of online courses. According to a large body of literature, it appears that the most common instruments for gauging quality are course evaluations and surveys from the perspectives of instructors, learners, and administrators based on their perceptions, and experiences. In light of the rapidly changing needs of the new generation of "digital" learners, this study aims to redefine the quality of online courses from a comprehensive perspective that would expand the quality standards beyond pedagogical issues to include the hidden aspects of quality such as the instructional design, web design, facilitation and coaching, course presentation, learning experience, as well as service experiences. The study employs a mixed-method research design including, a descriptive-analytic methodology of both quantitative and qualitative approaches, where a triangulated set of data were collected from a diverse sample of Instructional designers, SMEs, and students enrolled in a fully online course at Sultan Qaboos University. The outcomes of this study could be used as a blueprint for designing online courses that respond to learners' diverse needs.
2020, International Journal of Education and Development using Information and Communication Technology (IJEDICT)
Although most literature in relation to student teaching evaluations argue that when the administrative format is switched from paper based to online, the impact on professors' teaching scores is minimal, but faculty may still resist change from one format to another. This article describes a pilot study at a medium sized, western university whose primary mission is teaching, and which is transitioning the student teaching evaluations from a paper based to an online format. To gain faculty support and proceed with the format change, a comparative study was carried out in the business department, one of the larger departments in the university. Statistical differences between 24 (paper) and 22 (online) teaching evaluations from 21 professors were compared using inferential statistics (t-test). While the main finding (no difference between the two administrative formats) follows the literature, some additional evidence argues that students teaching evaluations tend to be lower on business courses that develop quantitative skills. In spite of limitations related to sample size and teaching score used for the comparative analysis, the findings offer positive support to the university administration in switching formats. However, when analyzing these differences individually, substantial implications for faculty and their performance evaluations may arise.
Timothy Fogarty , Gregory Jonas , Larry Parker
2013, Journal of Accounting Education
Jeff Seaman , Isabel Allen
32 Since the inception of online learning in the 1990s, innovative technology and pedagogy have broadened access to higher education. Many colleges and universities remain concerned about the issue of quality for online educational programs, however, especially compared to face-to-face delivery. Quality issues often manifest as discussions on teaching effectiveness, faculty-to-student ratios, attrition rates, student satisfaction, and institutional resources invested in online delivery.1 Distance or online education programs must develop and maintain quality educational options to successfully compete with conventional academic offerings— institutions cannot maintain a competitive edge solely from innovation of the online delivery format. The quality of online programs lies at the heart of the effort to attract more learners to online learning and to provide them with comparable—if not better—education quality than they can get by attending classes on campus. A quality educational p...
The primary purpose of this study was to develop a valid, reliable, and feasible evaluation system that institutions of higher learning, as well as other educational institutions could use or adapt to evaluate courses and programs delivered online. The foundations of this research were built upon evaluation and accreditation standards, learning theories, systems perspectives and principals of instructional design. Psychometric
2011, Online Journal of Distance Learning Administration
During the current pandemic Covid-19, the universities had to start their online classes instead of traditional on-campus classes. The students are a pivotal point as well as a significant stakeholder of education, so they must be given the opportunity for expressing their perspectives in this regard. So, this study aimed to investigate university students' perceptions regarding online and on-campus classes. The students’ perspectives were further compared regarding the abovementioned to get insight into what they prefer to be taught with. The survey was conducted for this study. The sample consisted of 440 university students enrolled in the BS Program at three public whereas three private universities at Lahore. The sample includes students of both genders (male=221, female=219). The instrument for data collection was developed by the researcher which was consisted of five point Likert’s rating scale with 40 items. Based on findings, it is concluded that overall university stu...
- We're Hiring!
- Help Center
- Find new research papers in:
- Health Sciences
- Earth Sciences
- Cognitive Science
- Computer Science
- Academia ©2023