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• W1583080278 abstract "How to ensure the quality of online learning in institutions of higher education has been a growing concern during the past several years. While several studies have focused on the perceptions of faculty and administrators, there has been a paucity of research conducted on students’ perceptions toward the quality of online education. This study utilized qualitative methods to investigate the perceptions of students from two universities and one community college regarding the quality of online education based on their own online learning experiences. Interviews and observations were conducted with three students. Various documents were collected, digital and printed. Positive and negative experiences of students were examined. Factors that contribute to those experiences were also identified. The findings of this research revealed that flexibility, cost-effectiveness, electronic research availability, ease of connection to the Internet, and well-designed class interface were students’ positive experiences. The students’ negative experiences were caused by delayed feedback from instructors, unavailable technical support from instructors, lack of self-regulation and self-motivation, the sense of isolation, monotonous instructional methods, and poorly-designed course content The findings can be used by instructors to understand students’ perceptions regard ing online learning, and ultimately improve their online instructional practices. Introduction With the fast development of the Internet, many colleges and universities have offered online courses as a viable alternative to traditional face-to-face instruction. However, considerable concerns and problems have developed, particularly as it relates to the quality of online education. Online education, according to Harasim (1989), is a new domain of learning that combines distance education with the practice of face-to-face instruction utilizing computer-mediated communication. Ascough (2002) suggested that online education has the following features: (a) it provides a learning experience different than in the traditional classroom because learners are different, (b) the communication is via computer and World Wide Web, (c) participation in classroom by learners are different, (d) the social dynamic of the learning environment is changed, and (e) discrimination and prejudice is minimized (p.1). New technologies, the Internet, streaming video, net-meeting etc. now makes higher education more accessible and affordable for many students, and for those who would have been unable to pursue higher education in a traditional in-class setting (Bianco & Carr-Chellman, 2002). Consequently, online learning has now become an integral part of higher education institutions’ expanding curriculum. The term online education is often associated with Internet education, virtual education, cyber-learning, and asynchronous learning (Office of Sustainable Development, 2000). Kearsly (2000) reported the following themes that shape online education: collaboration, connectivity, student-centeredness, unboundedness, community, exploration, shared knowledge, multisensory experience, and authenticity (p. 4-10). Volery (2000) also concluded that online delivery is a form of distributed learning enabled by the Internet. According to Paulsen (2002), online education is characterized by: • the separation of teachers and learners (which distinguishes it from face-to-face education), • the influence of an educational organization (which distinguishes it from self-study and" @default.
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• W1583080278 date "2004-10-01" @default.
• W1583080278 modified "2023-09-23" @default.
• W1583080278 title "Students' Perceptions towards the Quality of Online Education: A Qualitative Approach." @default.
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