Online Learning
Higher educational institutions have adopted online degrees and courses as a substitute for the conventional classroom instruction. A United States higher institutions study on online education discovered that about 80% of the entire course content those institutions deliver were online courses (Song, 2010). In spite of the definition, an initial sign of the prevalent popularity of about 862 education courses delivered online are contained in a study carried out by the United States Education Department, which showed that over 54, 000 education courses were offered online in 1998, with more than 1.6 million students registered (U.S. Department of Education, 1998).
According to a new research: (a) more than 1.6 million students were enrolled in an online course during 2002 Fall, (b) more than 1/3 of these students (578,000) took everyone of their courses online, (c) among the United States students during 2002 Fall, at least 11% were enrolled in an online course, and (d) among the students that enrolled in institutions that offered online courses, at least 13% offered one online course (Song, 2010).
The main aim of this paper is to assess the quality of the already existing online courses that make use of the internet as the sole delivery tool. This study evaluates the perception of the students on the quality of online studies as compared to the conventional classroom method. The results of this study may be useful as a literature on online studies when considering quality assurance. The result is expected to help the institutions where these online courses are offered to carry out an assessment on their programs as determined by the results and recommendations from this study.
Context and Background
With the ever-increasing growth of the internet, several universities and colleges have been offering online courses as best alternatives to conventional classroom instructional teaching system. Nevertheless, some considerable problems and concerns have emerged, especially in terms of online educational quality. Online education is an entirely new learning technique that successfully combines the conventional classroom instructional system and distance learning using internet-enabled computers as means of communication. The main features of online education:
(a) It offers a different learning experience from the classroom system since the learners are not the same,
(b) Computers and the internet as used as mode of communication,
(c) Involvement in classroom works by the learners are quite different,
(d) A different social dynamic of the learning environment, and (e) Reduction in cases of discrimination and prejudice (Liam, Huang & Chen, 2007).
New technological inventions, the Internet, net-meeting, streaming videos, etc. have made higher education more affordable and accessible to most students, irrespective of location, and for people who would have been unable to access higher education in the conventional classroom setting.
Online mode of study can equally promote the critical thinking, collaborative learning, and problem-solving skills of the students. Online education may also help academic institutions enlarge their scope of studies without any additional costs and can enable graduates learn new technology skills to make them more marketable. According to proponents of online education, online education can equally enhance nondiscriminatory teaching and learning techniques since neither the teachers nor the students meet one-on-one. Since the students are not able to know the physical characteristics, gender, or race of their teachers and fellow students, online education is a bias-free learning environment for both the students and the teachers. For any distance learning education system to be recognized as a quality education program, it is expected to meet all these parameters (Song, 2010).
Song (2010) created an adequate student retention and satisfaction model. Rooted in the theory of well-thought-out action in which behavioral intentions are predicted by attitudes and the actual behavior is, in turn, predicted by the behavioral intentions, according to the hypothesis of the model, the satisfaction (dissatisfaction) results in intentions to continue (quit), and, this results to the retention (attrition) of the student. Four dimensions were included in the retention model which impact on the satisfaction of the student, and this, in turn, influences the desire to continue/quit. These four dimensions existed as independent variables:
Faculty issues (accessible, understanding, willingness to help, professional, provision of feedback),
Classes (project/cases, real-world relevance)
Advisory staff (accessible, responsive, understanding, willingness to help, and professional), and Assessment of results (career progress, cognitive development, development of business skills).
Subsequently, online education has become an important aspect of the expanding curriculum of higher education institutions. Consequently, there is an increase in the number of online education courses. Several problems that emerged from online education concerning quality are mostly related (but not limited), to the following:
This study will employ a phenomenological approach focusing on adult non-traditional immigrant students who have taken both online and traditional courses at college or university levels. Online Education encompasses a vast and disparate population, spread across different cultural, educational and stage of developmental backgrounds. The issues involved in such a study requires in depth study and intersections across various paradigms in education. As such, the target population will have to be diverse, well-informed and Tech-savvy. Such participants would be available on, and will be contacted through online social platforms namely Facebook and LinkedIn and thus, study location is irrelevant. As for the study participants, it is expected that they will be recruited from diverse locations to capture authentic essence of experience.
Rationale and Significance
A number of online education proponents question whether online learning has the capability to provide the same level of interaction between the instructors and the students obtainable in the conventional classroom system. Similarly, a number of proponents question the quality delivered through online education, since it is hard to guarantee the qualification of most online instructors. According to some arguments, online students cannot ascertain to the authenticity or the quality of the courses offered online. Most universities and colleges who provide online education fail to provide students with relevant information about the courses they are offered, e.g., how can a student determine which online course meets his or her needs? Additionally, conditions for taking certain online courses are not always stated clearly on the websites for the students, and when the students start encountering certain technical issues, who do they approach for assistance if the assistance is not readily available? (Yang & Cornelius, 2003). Therefore, there is need for more research to evaluate the quality of online education.
Proponents support online education. They have offered suggestions that inadequate one-on-one interaction can be replaced by online discussions in online video seminars, bulletin board system or on list serves. For any course to be a certified quality online course, the following ten important elements must be included: content, motivation, pedagogy, feedback, usability, coordination/organization, assistance, flexibility and workload (Yang & Cornelius, 2003). Several researches and studies have been carried out from the faculty and administrator's perspectives about distance education quality, with the Internet as the main medium of delivery, depending on IHEP's benchmarks for quality. Nevertheless, from the perspective of the students, there is need for more researches to assess online education quality. Not much is known about the quality of educational programs offering online courses, mostly those based on the Internet. Administrators, faculty, and policy makers need to understand how the students see the online courses they offer and the entire online educational program, judging from their learning experiences (Yang & Cornelius, 2003; Lin, Lin & Laffey, 2008).
Research Problem and Research Question
The landscape of higher education has changed by the improvements in learning technology. It has led to higher use of Web-improved and web-based applications used in higher education. University and college students now have an option of conventional classroom settings, fully online courses, courses with mixed options. Non-conventional immigrant students, mostly, now view online learning as feasible option to fulfill their individual needs and have a more transformational learning method. However, teachers are still seeking the most suitable platform for teaching the non-conventional immigrant student.
In view of this, the study question is: How do the non-conventional students with foreign origin feel about this mixed/online study experience as compared to the conventional classroom experience with regards to personal transformation and academic success; what lived experiences do they have? How can these educators make mixed/online education more impactful and transformational to the immigrant students?
Definition of Key Terminology
The definitions below are made available to enhance the understanding of the relevant…
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Accordingly, the approach taken to academics will center on the refinement of more generally applicable skill sets such as interpersonal communication, team orientation and learning through practical usage of emergent skills. Accordingly, Moore points to instances of interdisciplinary learning as the manifestation of this set of values which is increasingly seen as essential to yielding the best results from one's higher education. Accordingly, Moore indicates that "new models of
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Abdelsayed, L. M., Bustrum, J. M., Tisdale, T. C., Reimer, K. S., & Camp, C. A. (2013). The impact of personality on God image, religious coping, and religious motivation among Coptic Orthodox priests. Mental Health, Religion & Culture, 16(2), 155-172. doi:10.1080/13674676.2011.652604 The authors of this article show how intrinsic motivation is linked to personality characteristics among priests in the Coptic Orthodox tradition. Using a sample of 75 Orthodox priests, all of
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