Management Students' Perceptions of Online Teaching Quality

• Published in: e-journal of business education & scholarship of teaching Vol. 14; no. 2; pp. 33 - 52
• Main Authors: Zhang, Jing, Bakeman, Melissa, Flaherty, Patrick T, Johnson, Ann, Schreihans, Cynthia, Addae, Helena M, Boyraz, Maggie, Habich, Matthew, Phillips, Anna
• Format: Journal Article
• Language: English
• Published: Sunnybank Hills Australian Business Education Research Association 01.09.2020
• Subjects: Business Administration Education; Collaboration; College Faculty; College students; Cooperation; Distance learning; Educational Environment; Educational Quality; Educational technology; Equipment and supplies; Feedback; Feedback (Response); Higher education; Instructional Design; Instructional Effectiveness; Learning management systems; Learning Theories; Online Courses; Online instruction; Operations management; Public speaking; State Universities; Student attitudes; Student Evaluation of Teacher Performance; Student Participation; Student Projects; Surveys; Teacher Competencies; Teachers; Teaching; Teaching Methods; Technological Literacy; Undergraduate Students; Undergraduate Study; Video teleconferencing; California; California (San Bernardino)
• ISSN: 1835-9132; 1835-9132

This study consolidates survey data from focus groups of undergraduate business students at California State University, San Bernardino, and its Palm Desert Campus to identify student-based perceptions of quality online instruction. Exploration includes three main concepts: 1) the factors affecting students' perceptions of quality online education, 2) the relative importance of these factors under different conditions, and 3) a summary of students' recommendations. The main concepts subdivide to probe seven distinctive perceptions of; 1) basic online modality (e.g., online gradebook), 2) teaching presence (e.g., customized feedback), 3) instructional design (clarity of structure and communication), 4) cognitive presence (e.g., intellectual stimulation), 5) social or student-to-student presence, 6) online social comfort (comfort interacting online), and 7) interactive online modality (e.g., videoconferencing and small groups). The summary reveals distinctive perceptions: 1, 2, and 3 rank high for students' while, recommendations disclose that students' feel instructor training and motivation are critical for high-quality online learning.