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dc.contributor.authorTurley, Chad
dc.contributor.authorGraham, Charles
dc.date.accessioned2020-03-04T21:50:48Z
dc.date.available2020-03-04T21:50:48Z
dc.date.created2020-02-15 00:34
dc.date.issued2019-09
dc.identifieroai:editlib.org:p/209812
dc.identifierhttp://editlib.org/p/209812
dc.identifier.urihttp://hdl.handle.net/20.500.12424/3865390
dc.description.abstractThis case study explores differences between two online course models by investigating the results of a student end-of-course evaluation survey and teacher communication logs in two online high school courses. The two course models were designed with different types and levels of interaction, one with high levels of student-content interaction, the second with high levels of student-content and student-teacher interaction. The majority of research on interaction in online learning has been conducted with adult learners at the university level. There is far less literature focusing on K-12 online learning while investigating interaction, student satisfaction, and teacher time investment. This case study addresses this gap by exploring the results of 764 student surveys and investigating the teacher time investments of four teachers. In this study the students’ perception of their learning experience in both models met the online program’s acceptable levels. In some dimensions of the course evaluation, the interactive course had a statistically significant higher rating. The teacher communication logs showed a higher teacher time investment in the more interactive courses, with the highest time investment coming from reaching out to inactive students. Due to the shortage of available literature in K-12 online settings regarding interaction, student satisfaction, and teacher time investment, the author recommends additional research in these areas. By continuing to research and understand better about K-12 online learners, this understanding could influence the development of course interaction standards, assist designers in building better courses, and ultimately lead to higher satisfaction for students.
dc.format.mediumapplication/pdf
dc.languageen
dc.language.isoeng
dc.publisherAssociation for the Advancement of Computing in Education (AACE)
dc.relation.ispartofhttp://editlib.org/p/209812/paper_209812.pdf
dc.rightsCopyright (c) AACE. All rights reserved.
dc.sourceJournal of Online Learning Research; Vol. 5, No. 2 (2019). ISSN: 2374-1473
dc.titleInteraction, Student Satisfaction, and Teacher Time Investment in Online High School Courses
dc.typeArticle
ge.collectioncode2374-1473
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:16605000
ge.lastmodificationdate2020-02-15 00:34
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149100
ge.oai.repositoryid98408
ge.oai.setnameArticle
ge.oai.setnameJournal of Online Learning Research
ge.oai.setspecjournal
ge.oai.setspecjournal:jolr
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://editlib.org/p/209812


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