Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses

The International Review of Research in Open and Distributed Learning

View Publication Info
 
 
Field Value
 
Title Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses
 
Creator Glazier, Rebecca A.
Harris, Heidi Skurat
 
Subject online education
survey research
online student
online instructor
online accessibility
face-to-face
 
Description Post-COVID-19, many, if not most, college and university instructors teach both online and face-to-face, and, given that online courses historically have higher attrition rates, designing and facilitating effective online courses is key to student retention. Students need online and on-campus courses that are well designed and facilitated, but even well-designed classes can be ineffective if students feel lost in the course or disengaged from the instructor. We surveyed 2,007 undergraduate students at a public, metropolitan university in the United States about the best and worst classes they had taken at the university. The resulting data revealed important consistencies across modalities—such as the importance of clear instructions and instructor availability. However, students responded that instructors matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments “stand in” for instructors in online classes. These findings support the need for increased faculty professional development in online course design and facilitation focused on student experience as well as faculty expertise.
 
Publisher Athabasca University Press
 
Date 2021-05-03
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed, double-blind
 
Format text/html
application/epub+zip
application/pdf
 
Identifier http://www.irrodl.org/index.php/irrodl/article/view/5546
10.19173/irrodl.v22i3.5546
 
Source The International Review of Research in Open and Distributed Learning; Vol. 22 No. 3 (2021); 77-98
1492-3831
 
Language eng
 
Relation http://www.irrodl.org/index.php/irrodl/article/view/5546/5557
http://www.irrodl.org/index.php/irrodl/article/view/5546/5573
http://www.irrodl.org/index.php/irrodl/article/view/5546/5574
 
Rights http://creativecommons.org/licenses/by/4.0
 

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