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This paper examines various aspects of a successful online learning experiences, noting that although the demand of online education is increasing, student success and satisfaction do not always follow. The paper further considers compatibility between student characteristics and the learning process as a key to the success of teaching and learning. These are then applied to the online education. Next, the paper considers the role of adequate technology and methodology in an online learning environment. Then the paper addresses how educational technology and methodology should respond to the online students' distinctive characteristics to be effective. The paper concludes by stating that educators' goals should be to help students adapt to the online learning format, to become self-directed active learners, and to develop efficient learning styles.
From the Paper:"Having to deal with the technical difficulties alone is due to the isolated learning environment online education is deemed to offer. Online learning environment is bound to lack direct personal interactions, and therefore perceived as more impersonal and less emotional compared to traditional learning environment (Zembylas, 2008). Student surveys denote that students concern about the amount and types of interaction among the students as well as between students and instructors (Beard et al, 2004; Lin et al, 2008), and believe that online learning fails to offer active discussion and spontaneous digressions that prompt new knowledge and perspectives (Beard et al, 2004). This significantly reduced level of interactivity may cause students to decrease their attention from the class and lose interest in the course (Offir et al, 2007), which may lead to student dissatisfaction, undesirable learning outcomes and ultimately attrition.
"Besides the insufficient technological skills, weak written communication and comprehension skills may cause anxiety or difficulty in some students as well. Students whose learning styles depend heavily on visual and verbal cues may have trouble in understanding the learning material, and students who have written communication deficits may go through a harder time in asynchronous discussions..."
Sample of Sources Used:
- Beard, L., Harper, C., & Riley, G. (2004, January). Online versus on-campus instruction:Student attitudes & perceptions. TechTrends: Linking Research & Practice to Improve Learning, 48(6), 29. Retrieved from EBSCOHost ERIC database.
- Bishop-Clark, C., Dietz-Uhler, B., & Fisher, A. (2007, January). The effects of personality type on web-based distance learning. Journal of Educational Technology Systems, 35(4), 491. Retrieved from EBSCOHost ERIC database.
- Brinkerhoff, J., & Koroghlanian, C. (2007, January). Online students' expectations: enhancing the fit between online students and course design. Journal of Educational Computing Research, 36(4), 383. Retrieved from EBSCOHost ERIC database.
- El Mansour, B., & Mupinga, D. (2007, March). Students' positive and negative experiences in hybrid and online classes. College Student Journal, 41(1), 242. Retrieved from EBSCOHost ERIC database.
- Jegede, O., & Kirkwood, J. (1992, January). Students' anxiety in learning through distance education. (ERIC Document Reproduction Service No. ED360476) Retrieved from EBSCOHost ERIC database.
Cite this Research Paper:
Student Success and Satisfaction in Online Education (2012, June 08) Retrieved September 20, 2020, from https://www.academon.com/research-paper/student-success-and-satisfaction-in-online-education-151363/
"Student Success and Satisfaction in Online Education" 08 June 2012. Web. 20 September. 2020. <https://www.academon.com/research-paper/student-success-and-satisfaction-in-online-education-151363/>