doi: 10.18178/ijiet.2018.8.10.1126
Student Perspectives on the Role of the Instructor in Face-to-Face and Online Learning
A. Després-Bedward1
,
T. L. Avery1 ,
K. Phirangee2
- 1Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada
- 2Ryerson University, Toronto, ON, Canada
Abstract
Due to the flexibility of online learning, it has grown in popularity over the years. However, online learning experiences high attrition rates and an increase of dissatisfaction among students. This dissatisfaction has been linked to the supports students receive for their learning. The goal of the current research is to develop a better understanding of how instructors can provide and facilitate better online learning support to increase student satisfaction. Five undergraduate students from a North American online university were interviewed to explore their perceptions around the effects of support on their relationship to their studies. Our research identified four main themes that influenced student levels of satisfaction which include: instructor service and support, student attitude, auxiliary support, and course design and setup. Overall, the findings revealed that the timeliness and consistent involvement of the instructor had a positive impact on student satisfaction.
Keywords
- Computer-supported learning
- support tools
- distance education
- student support
How to Cite
A. Després-Bedward, T. L. Avery, and K. Phirangee, "Student Perspectives on the Role of the Instructor in Face-to-Face and Online Learning," International Journal of Information and Education Technology, vol. 8, no. 10, pp. 706-712, 2018. https://doi.org/10.18178/ijiet.2018.8.10.1126
Copyright & License
Copyright © 2018 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).