A Comparison of Student and Instructor Preferences for Design and Pedagogy Features in Postsecondary Online Courses

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Author(s): Xiaolin C. Hu (Johns Hopkins University, USA)and Edward L. Meyen (University of Kansas, USA)
Copyright: 2013
Pages: 17
Source title: Curriculum, Learning, and Teaching Advancements in Online Education
Source Author(s)/Editor(s): Mahesh S. Raisinghani (Texas Woman’s University, USA)
DOI: 10.4018/978-1-4666-2949-3.ch015

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

This study investigates the preferences of instructors and students for design and pedagogy features of online instruction at the post-secondary level. Participants included 60 instructors and 200 students at a comprehensive research university. Correlation coefficients of .95 on the design item rankings and .87 on the pedagogy item rankings were found between instructors and students. An independent sample T-test was conducted, resulting in a finding of significant difference between the preferences of instructors and students on 19 of 63 features. Additional findings included the high level of agreement on design and pedagogy features among all students as a group and subgroups (e.g., students earning regular university credit and those pursuing professional development goals.) An interesting finding was the concurrence in the low preferences by instructors and students. Both groups rated low those features pertaining to social networking and collaboration.

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A Comparison of Student and Instructor Preferences for Design and Pedagogy Features in Postsecondary Online Courses

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