brm-finalreport (1)

Running Head: SATISFACTION LEVELS OF ONLINE COURSES

Research Report: Satisfactions Levels of Online Courses at Post-Secondary Institutions

Joao Fernandes

Dorothy Gonzalez

Linh Mai

Bhumi Panchal

Rowan Rodrigues

Prof. Candice Warner-Barrow

Business Research Methods RSMT 5001 – 0LB

April 22, 2016

SATISFACTION LEVELS OF ONLINE COURSES

Executive Summary

With the gradual introduction of online learning platforms at post-secondary institutions,

the researchers felt it necessary to compare and contrast this new learning practice with that of

the conventional classroom learning experience. This report provides an analysis and evaluation

of the current satisfaction levels of ‘online courses’ based on students’ individual responses and

feedback.

The purpose of this study is to explore the satisfaction levels of students enrolled in

online learning courses in the Global Business Management Program at Humber College,

identifying the aspects of the way ‘online courses’ are delivered in order to uncover non-

effective areas in a bid to improve the offerings and ensure its longevity at the College.

Questionnaire results indicated that 76% of test subjects had never taken an ‘online

course’ before, with 98% of respondents stating that they had no option in choosing the medium

through which certain courses were offered. The majority of students spent 3 hours or more per

week conceptualizing the course content, and only 22% of them claimed that the amount of time

spent on each subject was a clear reflection of the mark obtained for that particular ‘online

course’. In summation, overall research analysis indicated that more than half of the students

surveyed were dissatisfied with their current online learning experience. The main reasons cited;

lack of organization, overwhelming workload and issues with the instructor(s).

“To improve students’ satisfaction with ‘online courses’, feedback suggests that

instructors from the Global Business Management Program at Humber College, should focus on

providing continuous and personal support for students so as to prevent a deterioration in

performance of students’ academic progress due to the medium of instruction employed.” Of the

various recommendations afforded, ‘readiness activities’ providing students with the necessary

skill and knowledge surrounding the ‘online courses’, will go a long way in facilitating students’

ability to adapt to this new learning platform. Furthermore, allowing students the option of

selecting their courses, whether it be online or in a conventional classroom setting, will readily

improve the satisfaction levels of students enrolled in online learning courses.

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Table of Contents

Introduction …………………………………………………………………………...... Page 4

Research Problem and Objectives ……………………………………………………… Page 5

Research Methods ……………………………………………………………………… Page 6

Research Design ………………………………………………………………... Page 6

Sample Design …………………………………………………………………. Page 6

Data Collection and Fieldwork ……………………………………………….... Page 7

Analysis ………………………………………………………………………… Page 7

Results …………………………………………………………………………………... Page 7

Conclusions ……………………………………………………………………………... Page 8

Recommendations ………………………………………………………………………. Page 9

Limitations ……………………………………………………………………………… Page 10

References ………………………………………………………………………………. Page 11

Appendices ……………………………………………………………………………… Page 13

Annexure ‘A’: Sample of Questionnaire ………………….……………………. Page 13

Annexure ‘B’: Data Report ...…………………………………………………... Page 21

Annexure ‘C’: Detailed Discussion on Recommendations …………………….. 5

Annexure ‘D’: Snapshot of McFarland and Hamilton’s study ………………… Page 37

Annexure ‘E’: Snapshot of Noel-Levitz Inc’s Report …………………………. Page 38

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Research Report: Satisfactions Levels of Online Courses at Post-Secondary Institutions

Introduction

Background

With the introduction of ‘online courses’ to core modules in the Global Business

Management Program, students felt that the administrators had erred in their duty to conduct any

feasibility studies and pilot runs before imposing these compulsory subjects onto registered

students. By making ‘online courses’ an integral component of the Global Business Management

curriculum, which began to run as from the winter semester in 2015, these claims by disgruntled

students had to be investigated further. The poignant factor that led to the apprehensiveness of

some students in wanting to adopt this new learning platform, can be attributed to the fact that

two vitally important components of business management within a global context; Managerial

Accounting and Finance, as well as Fundamentals of Marketing, were only offered online, and

are requisites for the successful completion of this program. In order to ascertain whether this

apprehension was widely felt, and whether or not students were currently satisfied with the

‘online courses’, it was determined that a study needed to be conducted. This way, the

researchers would be in a better position to identify the main issues in order to formulate

recommendations that are specific to students’ needs.

Literature

It was by the early 2000’s did online learning first gain recognition by businesses to train

their employees (Gogos, 2013). Post-secondary institutions followed suit, and with the advent

and refinement of the internet as well as computing technology, education for the first time in

history, had become cheaper and more accessible to a vast demographic. Amidst the tedious task

of conducting secondary research into the subject matter, it was discovered that there are a host

of parameters that surround the definition(s) of ‘online courses’ (Kuzma, Kuzma & Thiewes,

2015). At this point, it was understood that due to the various definitions of the term ‘online

courses’, different post-secondary institutions would structure their offerings and online

experiences in vastly different manners. As such, it becomes very difficult to apply a

standardized form of evaluation in order to definitively ascertain contributory factors that lead to

satisfaction levels of online learning (Elliott & Shin, 2002, p. 198). Therefore, the researchers

endeavoured to gather the opinions of students registered for the Global Business Management

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Program at Humber College, with the hopes of understanding what the factors were that drives

satisfaction of ‘online courses’. The researchers are interested in establishing whether or not

students are satisfied and the reasons behind their satisfaction. Other similar studies have been

conducted in the past and the researchers have used the guidelines reported on in McFarland and

Hamilton’s study cited in The Journal of Computer Information Systems: Winter 2005/2006, 46,

pg. 261 – focusing on the following dimensions; learner, instructor, course, technology, design,

and environment.

Research Problem and Objectives

The purpose of this study is to explore the satisfaction levels of students enrolled in

online learning courses in the Global Business Management Program at Humber College,

identifying the aspects of the way online learning courses are delivered in order to uncover non-

effective areas in a bid to improve the offerings and ensure its longevity at the College.

Preliminary research and prior studies conducted by other individuals and institutions, reveal

commonalities that led to the identification of the following sub-objectives:

● To define what constitutes online learning in the post-secondary sector,

● To describe satisfaction of online learning from a student’s perspective,

● To identify what students in the Global Business Management Program at Humber College

experience in their ‘online courses’, and compare these results to the theories related to

effective learning and satisfaction levels at post-secondary institutions, and;

● To ascertain the factors that made the online learning experience satisfactory or

unsatisfactory.

1 Refer to Annexure “D” for a summary of the original article.

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Research Methods

Research Design

The data needed to compile an effective report would have to come from a questionnaire

that clearly sets out a list of predetermined questions eliciting a response based on the test

subjects’ individual experiences in online learning. From the objectives mentioned above, it was

readily anticipated that the research would be both exploratory and descriptive in nature as it

was, at that stage, unknown whether ‘online courses’ satisfied students’ needs and appealed to

their satisfaction levels. The researchers had targeted students registered for the Global Business

Management Program at Humber College as their test subjects. The source of data would be

collected through primary research conducted by the distribution of self-administered

questionnaires – which allowed for speedier and more accurate responses from the test subjects,

reducing any possibility of interviewer bias.

Sample Design

The targeted test subjects were students registered for the Global Business Management

Program in their second semester. The questionnaire was administered in accordance with a

stratified, random sampling method - the entire population of Humber College’s student body

registered for ‘online courses’ were then divided into sub-groups, namely; those in the business

faculty, but more specifically the Global Business Management Program. From this sub-group,

the final test subjects were selected. When collecting the data, the researchers handed out fifty-

five (55) surveys, of which fifty (50) were returned, evidently producing a response rate of 91%.

This sampling method was adopted because it would be a fair representation of the student body,

added to which it would limit any possibility of skewing the final results. At the time the

research was conducted, it was estimated that there were approximately seventy (70) students

registered for the winter semester in the Global Business Management Program. The researchers

had noticed that, in some instances, the written answers and/or commentary sections of the

questionnaires were not filled out. This could be attributed to the way in which the

questionnaires were designed or the unwillingness of test subjects to respond to those specific

sections in greater detail.

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Data Collection and Fieldwork

The research team consisted of five members, each of which were responsible for the

administration and accumulation of ten responses, from the fifty (50) test subjects randomly

selected. The questionnaires were handed out during class times as it was easier to get into

contact with the test subjects as their whereabouts were known. The way in which the responses

were elicited was voluntary in nature, and this fact was communicated to the test subjects prior to

them filling out the questionnaires. The researchers had gone to great lengths in administering

the instructions carefully and making it known to the test subjects that their responses were

completely confidential. Should test subjects at any point during the administration of the

questionnaire have had questions or reservations concerning same, the researcher administering

the questionnaire was readily available to answer any questions and alleviate concerns. Although

a face-to-face approach was utilized in conducting the fieldwork, the administrators had no

control over the data inputted by the test subjects. A sample of the questionnaire administered to

the test subjects is appended hereto, marked as Annexure “A”.

(A)

Analysis

The primary method used to analyze and first make sense of the raw data was Google

Forms. This presented itself to be the easiest and most reliable way in which the raw data could

be tabulated and put into graphical form. Questions in the questionnaire were grouped and

categorized according to the information the researchers wanted to elicit and analyze. In the

absence of explaining the statistics pertaining to each question in complete isolation, this proved

to be a useful method in drawing inferences based on the interrelated questions and the

objectives behind each one.

Results

The researchers had categorized the results according to the question(s) asked. This way,

the researchers were able to segregate related information in order to draw conclusions and

recommendations based on the data gathered. As a direct means of reference and for the sake of

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comprehensiveness; the data analyzed, the conclusions drawn therefrom and the logical

inferences deduced are append hereto as a full and detailed addendum to this research report,

marked as Annexure “B”. Hereinunder, listed in no particular order of importance, the main

headings of each category of the questions contained in the questionnaire;

(B)

● Background Demographic,

● Current Enrollment Status,

● Proficiency Levels,

● Understanding and Definition of the Term ‘Online Courses’,

● Reasons for Choosing ‘Online Courses’,

● Current Satisfaction Levels of Online Experiences,

● Quality of Current ‘Online Courses’, and;

● Hours Spent on Required Courses.

Conclusion

In conclusion, the researchers’ analysis of the results indicated that students who take

‘online courses’ in the Global Business Management Program, are less likely to perform well in

those courses given their dissatisfaction in, amongst others, the medium through which the

courses are delivered - the poor organization thereof constituting a major portion of the feedback

received from test subjects. The results also suggest that these ‘online courses’ may exacerbate

already persistent achievement gaps between student subgroups. Further evaluation of the data

provided an in-depth perspective into why the students may not have been receptive to the

introduction of the online platform. As for the recommendations contained hereinunder, the

research team has addressed the importance of student–instructor interaction in ‘online courses’,

and presented observations and considerations for online faculty to improve students’ retention

and performance. Whilst researching the topic, the researchers came across theories related to the

factors that influenced a student's satisfaction in online learning. What was discovered was that

in Noel-Levitz Inc.’s National Online Learnings Priorities Report, “courses will be deemed

successful if; objectives are clearly outlined in the syllabus, the quality of the instruction is

excellent, timeous response by faculty concerning needs and feedback, and flexibility when

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managing workload.”2 This Noel-Levitz Report seeks to validate and confirm the test subjects’

expressed opinions on their current satisfaction levels - of which was mentioned in the pages

prior. Overall, the researchers were able to achieve the objective and sub-objectives of the

intended research, in order present a detailed analysis of same. Students registered for ‘online

courses’ in the Global Business Management Program at Humber College are dissatisfied with

their learning experience.

Recommendations

To improve students’ satisfaction with ‘online courses’, feedback suggests that

instructors from the Global Business Management Program at Humber College, should focus on

providing continuous and personal support for students so as to prevent a deterioration in

performance of students’ academic progress due to the medium of instruction employed.

Establishing a meaningful instructor presence through the effective use of interactive

technologies, appears to be a particularly powerful strategy for enhancing students’ performance

and outcomes. During the design stage of their ‘online courses’, instructors of the Global

Business Management Program at Humber College should take note of the following list of

recommendations contained hereinunder, of which a full description and discussion of same will

be appended hereto in Annexure “C”. (C)

● Improve Interaction with Instructor

● Encourage Students to Exchange Ideas and Come Up with Innovative Strategies

● Make ‘Online Courses’ Optional

● Structure Course Content

● Readiness Activities

● Course Orientation

● Screening

● Early Warning Systems

● Technical Support and Tutoring

Limitations

2 Refer to Annexure “E” to view the full article from where this excerpt was gathered.

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The following issues were encountered whilst conducting the research and brings into

repute the accuracy of the data collected.

At the onset of the fieldwork, the researchers were severely constrained as to whom the

test subjects were that needed to be approached in order to complete the set questionnaire. This

not only narrowed the ability to accumulate at least fifty responses, but may not be a clear

reflection of other ‘online courses’ that may be offered at the College. One of the identified

limitations is based on the respondents’ truthfulness in their response to the questionnaire. This

research did not take into account ancillary satisfaction levels that do not pertain to the students

specifically – as such, faculty, management and institutions’ satisfaction were not be taken into

consideration. The research conducted had dealt with ‘online courses’ as a single entity, as such,

no distinction was made between the type of ‘online course’ or subject presented online.

Additionally, an issue that may have been present in one of the two ‘online courses’ available to

students of the Global Business Management Program, could have the potential of affecting the

way in which the test subject selected his/her answer in response to the question asked.

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References

Allen, I. E., & Seaman, J. (2008). Staying the course: Online education in the United States,

2008. Retrieved

from http://www.sloan-c.org/publications/survey/pdf/staying_the_course.pdf

Artino, A. R. (2007). Online military training: Using a social cognitive view of motivation and

self-regulation to understand students’ satisfaction, perceived learning, and

choice. Quarterly Review of Distance Education, 8(3), 191-202.

Biner, P. M., Bink, M. L., Huffman, M. L., & Dean, R. S. (1997). The impact of remote-site

group size on student satisfaction and relative performance in interactive telecourses. The

American Journal of Distance Education, 11(1), 23-33

Burnett, K. (2001). Interaction and student retention, success and satisfaction in web-based

learning. Retrieved from ERIC database. (ED459798)

Elliott, K.M. and Shin, D. (2002). Student satisfaction: an alternative approach to assessing this

important concept, Journal of Higher Education Policy and Management, Vol. 24, No. 2,

pp. 197-209.

Gogos, R. (2013, August 13). A Brief History of eLearning (infographic). Retrieved from efront:

www.efrontlearning.net/blog/2013/08/a-brief-history-of-elearning-inforgraphic.html

Kaminski, K., Switzer, J., & Gloeckner, G. (2009). Workforce readiness: A study of university

students’ fluency with information technology. Computers & Education, 53(2), 228-233.

Koseke, G. F., & Koseke, R. D. (1991). Student burnout as a mediator of the stress-outcome

relationship. Research in Higher Education, 32(4), 415-431.

Kuzma, A., Kuzma, J., Thiewes, H. (2015). Business student attitudes, experience, and

satisfaction with online courses. American Journal of Business Education, 8(2), 20-31.

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McFarland, D., & Hamilton, D. (2005). Factors affecting student performance and satisfaction:

Online vs. traditional course delivery. Journal of Computer Information Systems, 46(2),

25-32.

Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. New York, NY:

Wadsworth.

Noel-Levitz. (2011). The 2011 National Online Learners Priorities Report. Coralville: Noel-

Levitz, Inc.

Parsad, B., & Lewis, L. (2008). Distance education at degree-granting postsecondary institutions:

2006-07. Retrieved from http://nces.ed.gov/pubs2009/2009044.pdf

Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors

of final grade and satisfaction in college-level online courses. American Journal of

Distance Education, 22(2), 72-89.

Yukselturk, E., & Yildirim, Z. (2008). Investigation of interaction, online support, course

structure and flexibility as the contributing factors to students’ satisfaction in an online

certificate program.Educational Technology & Society, 11(4), 51-65.

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AppendicesAnnexure

“A”SATISFACTION LEVELS OF ‘ONLINE COURSES’

Dear Student,

The Inquisitorem Research Group is dedicated to improving the online course offerings at

Humber College Business School. Utilizing this brief survey, your responses will be helpful in

proposing changes to the online platforms offered in the Global Business Management Program.

Your responses will only be used for survey purposes and we guarantee anonymity in this regard.

Please note that you can opt out of this survey at any time.

Thank you for your time and we greatly appreciate you taking part in our survey.

Instructions

1. Answer all questions honestly and truthfully.

2. Use ink pen ONLY.

3. Request for a second questionnaire should you make a mistake.

4. Where necessary, mark the appropriate options in the spaces provided.

Correct and

Should you require any clarity or information regarding this survey, please do not hesitate to question the supervisor administering the questionnaire.

THIS QUESTIONNAIRE SHOULD TAKE YOU APPROXIMATELY BETWEEN 6 -8 MINUTES TO COMPLETE!

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Background

1. You are currently registered in the Global Business Management Program as a:

○ Full Time Student ○ Part Time Student ○ Other

2. What gender do you identify with? ○ Male ○ Female ○ Other

3. Are you currently employed for more than 20 hours a week?

○ Yes ○ No

4. Please select the age group you belong to:

○ Under 18 ○ 18 – 25 ○ 26 – 35 ○ 36 +

Current Enrollment

1. Do you have any ‘online courses’?○ Yes ○ No

2. If you answered ‘Yes’ above, how many ‘online courses’ are you registered for? _______

3. What are your reasons for opting to choose ‘online course(s)’ for your program?○ Compulsory ○ Elective

○ Other (Please specify) _________________

4. Have you previously taken any ‘online course(s)’?

○ Yes ○ No

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Proficiency Levels

For each of the following questions, please rate your level of confidence:

1. English Language ……. ○ Limited ○ Competent ○ Expert

2. Computer Skills ………. ○ Novice ○ Intermediate ○ Expert

3. Online Navigation …….. ○ Novice ○ Intermediate ○ Expert

Understanding the Term ‘Online Courses’

We are interested in learning what students understand by the term ‘online courses’. Please

check the boxes below that best corresponds with your understanding. More than one option can

be selected.

□ Only learning materials delivered online □ Occasional chatroom meet-up

□ Independent learning □ Pre-recorded lectures

□ Assignments submitted online □ Question and answer session

□ Fixed weekly online sessions □ Distance learning

□ Videoconferencing where live instructor is in one location, and students at another

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Reasons for Choosing ‘Online Courses’

We are interested in finding out what motivates you in taking ‘online courses’. Please check the

boxes below that best corresponds with your situation. More than one of the following options

can be selected.

□ Comfortable learning environment □ Career advancement

□ Avoid commuting □ Improve technical skills

□ Manageable workload □ Ease of technological use

□ Cost implications □ Venue flexibility

□ Family or work commitments □ Time flexibility

□ Work at your own pace □ Facilitates interaction

□ Other (specify additional) _______________________________________________

Student’s Current Online Experiences

1. Please circle the number that corresponds with your average satisfaction level at the

present time.

1 2 3 4

2. Please state the main reason(s) for your rating in question 1, in the space provided below.________________________________________________________________________

Somewhat satisfied

Not at all satisfied

Quite satisfied

Very satisfied

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3. Do your current ‘online courses’ meet your expectations?

○ Yes ○ No

4. Please state your reason(s) for your answer above, in the space provided below.

________________________________________________________________________

Half way there!

17


Current Quality of ‘Online Courses’

For each of the following questions, please circle the number that corresponds with the quality

level you are currently experiencing in your ‘online course(s)’.

1. Interaction with:

Poor Fair Good Excellent

a) Instructors 1 2 3 4

b) Classmates 1 2 3 4

2. Flexibility: Poor Fair Good Excellent

a) Of time to view recorded lectures

1 2 3 4

b) Of location to access recorded lectures

1 2 3 4

c) Ease of access through various electronic devices

1 2 3 4

3. Lecturer’s feedback on student’s:

Hardly Ever Sometimes Often All the Time

a) Academic performance 1 2 3 4

b) Questions and concerns within 2 days

1 2 3 4

c) Progress 1 2 3 4

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4. Course content:

Not ApplicableBelow

AverageAverage

Above

AverageWell Above

Average

a) Presentation 0 1 2 3 4

b) Clarity of expectations

0 1 2 3 4

c) Usefulness 0 1 2 3 4

d) Develops critical thinking ability

0 1 2 3 4

e) Encourages questions and participation

0 1 2 3 4

f) Effectively organized

0 1 2 3 4

Course Hours Required

1. When going through the learning materials, on average how much time do you spend on conceptualizing course content in a week?

○ Under 1 hr ○ 1 – 2 hrs ○ 3 – 5 hrs ○ More than 5 hrs

2. Are your marks a clear reflection of the amount of time spent on each ‘online course’?

○ Yes ○ No

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3. Does the amount of time spent on your ‘online course(s)’, on average differ from your in-class course(s)?

○ Yes ○ No

4. If ‘Yes’, how does the amount of time differ? If ‘No’, proceed to the next question.

○ Less ○ More

SuggestionsIn a bid to improve the online offerings in the Global Business Management Program, kindly supply us with your recommendations on how Humber College can improve upon their online course offerings and your experiences in the process. Please utilize the space below for your answer.

Thank you for your participation!

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Annexure “B”

Data Report and Analysis:

Current Enrollment Status

Analysis: Due to the fact that the sampling method is stratified and random, the target respondents were the Global Business Management students from Humber College enrolled in ‘online courses’. It can also be observed from this pie chart, that all the respondents are full time students.

Background

Demographics

100%

Student Status at Global Business Management Program

Full time studentPart time student Other

52%48%

Gender

MaleFemaleOther

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Analysis: Though a stratified, random sampling method was used, it is noticed that, from the graph, the distribution between the male and female demographic was almost an equal split.

Analysis: It can be observed that 20.4% of students are employed, and work more than 20 hours a week, while 79.6% of the employed students work 20 hours a week or less. Of the respondents that work more than 20 hours a week, in accordance with legislation and visa permit regulations, ‘online courses’ might be a better choice for this demographic as it would save them a lot of time from attending traditional classroom lectures. This can be reflected in their responses where they feel that they are motivated to take up online courses due to flexibility in terms of location and time that ‘online courses’ provide.

0.204

0.796

Employed For More Than 20 Hours A Week?

YesNo

62%30%

8%

Age Group

18-2526-3536+

22


Analysis: Majority of respondents fall within the age group of between 18-25 years. This age group is young and influenced by modern technology every day, which could explain why the majority of respondents say they have no difficulty with their proficiency levels in English, Computer Skills, and Online Navigation. Respondents between the ages of 26-35, have other priorities such as family and work. Due to the flexibility that this learning platform offers, they are more inclined to prefer ‘online courses’.

Proficiency Levels

Limited Competent ExpertEnglish 8% 62% 30%

Computer Skills 2% 72% 26%Online Navigation 2% 62% 36%

Analysis: It is visible from the bar chart that the majority of the respondents are competent enough to understand the online lectures that are conducted in the English language. It can be

English Computer Skills Online Navigation0.00%

10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%

8.00%2.00% 2.00%

62.00%72.00%

62.00%

30.00% 26.00% 36.00%

Proficiency Levels: English/Computer Skills/Online Navigation

LimitedCompetentExpert

23


deduced that language does not pose a major barrier in the comprehension of study materials in this learning platform. The vast majority of respondents (72%) possess intermediate computer

skills, with a majority of respondents (62%) being competent in their ability to navigate online. It can thus then be concluded that, in general, respondents are comfortable with using the technology required for ‘online courses’. An unfortunate statistic is that only a meager 6% of respondents prefer ‘online courses’ based on its ease of technological use. Confirming that in spite of being at the intermediate stage in proficiency levels (the lowest levels of which was recorded of any respondent), students still faced difficulty and issues with the online platform and operating systems.

Understanding and Definition of the Term ‘Online Courses’

Analysis: The most popular perceptions of ‘online courses’ by respondents are defined as “Video conferencing where live instructor is in one location, and students at another” and “Distance learning” with 72% and 68%, respectively. “Independent learning”, “Assignments submitted online”, and “Fixed weekly online sessions” are also favorited in peoples’ minds. The

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Perception of "Online Courses"

24


least popular sentiment of the definitions shared by test subjects are “Occasional chatroom met-up” with only 10% of respondents selecting this option. The main factors contributing to this variety of perceptions would not only be the age groups and prior experience in ‘online courses’ but the intended outcomes respondents wish to gain from selecting same.

Reasons for Choosing ‘Online Courses’

Analysis: From the above graph it can be inferred that majority of the respondents did not have any option whether to select their courses online or not. Thus 98% of the respondents are enrolled in an online course out of compulsion.

98%

2%

Reasons For Opting to Choose 'Online Course' For The Program

CompulsoryElectiveOther

Comfor

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Avoid

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Cost im

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Reasons for Choosing Online Courses

25


Analysis: Even though ‘online courses’ are obligatory for all the respondents, they do have differing opinions as to their motivation behind wanting to choose ‘online courses’. “Time flexibility” ranks at the very top with 45.8%, while “Avoid Commuting”, “Work at your own pace”, and “Venue flexibility” standing in close to one another at second place with roughly more than 30% of answers in their favour. In direct contrast, “Cost implications”, “Family or work commitments”, and “Improve technical skills’ are seen to be less favored as motivations for wanting to take courses online. “Time flexibility”, “Venue flexibility”, and “Work at your own pace” would be the key contributors in possibly explaining why “Distance Learning” and “Video conferencing” are the most popular perceptions of the definition of ‘online courses’ among test subjects.

Current Satisfaction Levels of Online Experiences

26


Analysis: More than a half of students who registered for ‘online courses’ are dissatisfied with their experiences thus far. The frustrations are identified as “Lack of Organization”, “Work Overload”, “Issue(s) with Instructor” and ‘Poor Interaction”. In addition hereto, “Traditional Teaching Style” is the most preferred by the students, which reflects their negative perceptions of ‘online courses’. For students who are “somewhat” and “quite satisfied” with the experiences of ‘online courses’, the reasons could possibly be due to their reception in wanting to try a new learning platform. ‘Online courses’ do not afford students time flexibility as they end up spending more time on these subjects and obtain substantially lower grades.

Not at all satisfied

Somewhat satisfied

Quite satisfied

Very satisfied

0 5 10 15 20 25 30

27

19

4

0

Satisfaction Level of 'Online Courses'

8%

92%

Does Current 'Online Courses' Meet Your Expectations?

Yes No

Work Overload

Lack of Organization

Poor Interaction

Preference for Traditional Teaching Style

Issue(s) with Instructor

Other

0 2 4 6 8 10 12

8

10

6

11

10

5

Reasoning for Satisfaction Levels

Difficult

Disorganized

Lack of Interaction

Poor Knowledge Retention

Issue(s) with Instructor

Preference for Traditional Teaching Style

Other

0 1 2 3 4 5 6 7 8 9 10

Reasoning for 'Online Course' Meeting/Not Meeting Expectations

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Analysis: Three quarters of the respondents had taken ‘online courses’ for the first time. This apparently affects their opinions, as 92% of test subjects answered “No” to whether or not ‘online courses’ meet their expectations. The reasons proposed are due to “Poor Knowledge Retention” ranking the highest, closely followed by “Difficulty”, “Lack of Interaction”, and “Preference for Traditional Teaching Style”. “Disorganization” and “Issue(s) with Instructor” are cited concerns that need much attention.

Quality of Current ‘Online Courses’

Interaction with Instructors

Particulars PercentagePoor 54%Fair 38%Good 8%Excellent 0%

Analysis: It can be observed from the above graph that the majority of the test subjects considered the quality of interaction with their instructor to be poor. While on other hand, 38% of the total test group agrees that the interaction was quite fair and adequate in terms of quality.

Conclusion: Majority of the respondents taking the ‘online courses’ were not at all satisfied with them. One of the factors highlighted by the respondents was their interaction with the instructor. But this factor was not the major reason influencing their dissatisfaction. Thus, the impact of interaction with instructor is low on the satisfaction scale compared to other listed factors. This is

Poor54.00%

Fair38.00%

Good8.00%

Interaction with the Instructor

PoorFairGoodExcellent

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visible in the above statistics as well, where around 19 out of 50 respondents considered the quality to be fair. While arrangements should be made to add various features and provide the students with the opportunity to interact more with their instructor on a more frequent basis. Due to the respondents feeling that face-to-face interaction with the instructor is only possible on the particular day when the lecture is conducted, facilities should be provided to meet the instructor personally if students are finding it difficult to understand course content and also solve the problems related to that particular subject.

Interaction with Classmates

Analysis: Around 21 respondents felt that the quality of interaction with their classmates was adequate. A small portion of the total respondents were in favour of the quality of interaction with their classmates.

Poor; 29.20%

43.80%

20.80%

6.30%Interaction with Classmates


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Particulars PercentagePoor 29.2%Fair 43.8%Good 20.8%Excellent 6.3%


Conclusion: The results differ from what the researchers had anticipated, because large portions of the respondents cumulatively considered the quality of interaction to be reasonable. Around 29.2% of the respondents were not satisfied because of the poor quality associated with online interaction with other classmates. Out of those who felt that ‘online courses’ did not meet their expectations, one of the major contributing factors was the lack of proper interaction. The classroom discussion and exchange of new and innovative ideas, and constructive arguments are not easily facilitated by an online platform.

Flexibility

Particulars Poor Fair Good ExcellentFlexibility of time 6% 42% 34% 18%Flexibility of location 6% 28% 40% 26%Flexibility of access through other devices 10% 44% 34% 12%

Analysis: It can be observed that the majority of the respondents considered that there is more flexibility of time in ‘online courses’ compared to an in classroom setting. Of the respondents questioned, 94% were quite happy with the time flexibility that ‘online courses’ provides. Another 40% favored the flexibility of locale associated with the online platform. It allows the student to attend the lecture at their preferred location rather than a physical presence in the class at a particular time. The students can view the lectures at their own convenience, place and pace. The online lectures are also flexible in terms of technological devices which can be used to view lectures. Of the test subjects, 90% find it easy to operate various devices such as their smartphones, laptops, personal computers, and tablets to view online lectures.

Conclusion: It can be concluded through various inferences that the respondents perceive the major advantage associated with ‘online courses’ to be the flexibility associated with time and

Flexibility of time Flexibility of location Flexibility of access through other devices

0%5%

10%15%20%25%30%35%40%45%50%

6% 6%10%

42%

28%

44%

34%40%

34%

18%

26%

12%

Flexibility


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venue. When the respondents were asked about the reasons for choosing ‘online courses’, flexibility of time turned out to be the most important factor, followed by venue flexibility. The online lectures are also flexible because it allowed the respondents to work at their own pace and it also prevented them from travelling longer distances in order to attend an in classroom lectures at the College campus.

Lecturer’s Feedback on Students

Particulars Poor Fair Good ExcellentAcademic performance 36% 40% 24% 0%Questions and concerns within 2 days

34% 50% 14% 2%

Progress 42% 36% 16% 6%

Analysis: The quality of feedback provided by the lecturer for the academic performance of students is unsatisfactory as answered by the majority of the respondents. The quality was poor for the feedback of how the students progressed in terms of various assignments, discussions and exams. However, the majority of respondents felt that the instructor was very responsive in terms of answering any concerns and questions within a two day period.

Conclusion: For the majority of respondents, ‘online courses’ did not meet their expectations. One of the main reasons provided by respondents, was that the instructors are not prompt in replying to emails sent by students. The delay in reply hampers students from proceeding with their assignments. It is recommended that the instructors should take initiative and be more detailed as to how the students are performing in their assignments. They should also clarify what is expected of students in greater detail, which alleviate any possibility of ambiguity.

Academic performance Questions and concerns within 2 days

Progress0%

10%

20%

30%

40%

50%

60%

36% 34%

42%40%

50%

36%

24%

14% 16%

0% 2%6%

Lecturer's Feedback


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Course Content

Particulars Not Applicable

Below Average

Average Above Average

Well Above Average

Presentation 2% 62% 28% 8% 0%Clarity of Expectations 2% 60% 30% 8% 0%Usefulness 6% 54% 28% 8% 4%Develops Critical Thinking Ability

6% 48% 32% 10% 4%

Encourages Questions and Participation

2% 66% 20% 12% 0%

Effectively Organized 4% 62% 28% 6% 0%

Analysis: The content quality is perceived to be below average by the majority of respondents in terms of presentation, usefulness of the content being taught, critical thinking ability, and organization of the course structure. Majority (62%) of respondents feel that the presentation delivered by the instructor does not meet their expectations. Somewhat 66% of respondents feel that the content being taught is not engaging enough to encourage student participation. Also, a staggering 62% of respondents feel that the ‘online courses’ are not effectively structured.

Conclusion: The major reasons for the dissatisfaction from the current ‘online courses’ is due to a lack of proper organization and poor curriculum structure. The courses are not structured properly, and this results in an unrealistic workload for the students. Efforts should be made to improve the course content which will be easier to comprehend, encouraging participation and reducing the amount of time spent working on assignments and discussions.

0%20%40%60%

2% 2% 6% 6% 2% 4%

62% 60% 54% 48%66% 62%

28% 30% 28% 32%20% 28%

8% 8% 8% 10% 12% 6%0% 0% 4% 4% 0% 0%

Course Content

Not Applicable Below Average Average Above Average Well Above Average

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Hours Spent on Required Courses

When Going Through The Learning Materials, On Average How Much Time Do You Spend On Conceptualizing Course Content in A Week?

Analysis: For 44% of respondents, it takes on average 3-5 hours in order to conceptualize, comprehend and understand the content being taught during online lectures. Nearly 36% of respondents spend more than 5 hours on a particular ‘online course’ in a week, on average, 3 hours more than the conventional in classroom learning platform.

Conclusion: For the majority of students, the quality of ‘online courses’ are below average. Due to the difficulty in comprehension, students spend more time on conceptualizing the course content in a week. It can be said that various methodologies, such as; case studies, videos, and examples, would help students better understand the concepts and internalize the content being taught.

6%

14%

44%

36%

Time Spent On Conceptulizing The Course Content In A Week

Under 1 hour1-2 hours3-5 hoursMore than 5 hours

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Particulars PercentageUnder 1 hour 6%1-2 hours 14%3-5 hours 44%More than 5 hours 36%


Are Your Marks Clear Reflection Of The Amount Of Time Spent On Each 'Online Course'?

Particulars PercentageYes 22%No 78%

Analysis: Of the respondents, 78% disagree that their marks are a clear reflection of the amount of time spent on each ‘online course’. Test subjects feel that they are not getting the desired outcomes compared to the time they are investing in each ‘online course’ compared to that of in classroom lectures. As observed from the pie chart above, the majority of students on average spend more than 3 hours on a particular ‘online course’. In contrast, 22% of respondents felt that they were scoring appropriate marks in accordance with the time they dedicated to that particular subject.

Conclusion: As the course content is not structured, if at all not specifically tailored to suit an online platform, contributing to the ambiguity in the course material. Students find it difficult to achieve higher grades. Thus, easy access to course material, modification and improvement of the course content could contribute towards higher levels of satisfaction.

22%

78%

Reflection Of The Amount Spent On Each On-line Course On Marks

YesNo

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Does The Amount Of Time Spent On Your 'Online Course(s)', On An Average Differ From Your In-Class Course(s)?

Analysis: When the respondents were asked if there is difference between the time spent on ‘online courses’ and in conventional classroom lectures, the majority of students felt that there is indeed a significant difference worth mentioning. Of respondents who answered, 86% agreed that there is a difference in the time spent, while a marginal 14% said that they spend equal time for both.

Conclusion: Of those who agreed that there is a difference between their time spent on the various platforms, 71% of the respondents felt that they are contributing more time and effort towards ‘online courses’ compared to that of in classroom lectures. Possible reasons being the structure of the course and course requirements. If the institution takes an initiative to improve the course structure and reduce the burden of weekly deliverables, students would most likely be encouraged to take up ‘online courses’.

86%

14%

Difference In The Time Spent On 'Online Courses' Compared to In-class Lectures

YesNo

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Options PercentageYes 86%No 14%


Annexure“C”

Recommendations Report:

Improve Interaction with Instructor

Students value interaction with their professors to quite a large extent and perceive instructors as responsive when they encourage student questions through multiple avenues. Online instructors should promptly answer student queries and consider coursework burden to reduce student anxiety.

Encourage Students to Exchange Ideas and Come Up with Innovative Strategies

Instructors should encourage interactions and students’ participation during the lecture. Integrating audio and video throughout lectures will provide multiple ways for students to engage with content. They should also set up some varied reward structures to motivate students to come up with new ideas and suggestions.

Make ‘Online Courses’ Optional

It can be seen from research that ‘online courses’ have a number of reasons to be appreciated. Hence not forcing the delivery medium upon students would be ideal and also help in improving student satisfaction. Humber College should also consider limiting or eliminating online sections of courses in subjects in which a considerable proportion of students have trouble with like accounting and marketing.

Structure Course Content

Research reveals that the major reason for the dissatisfaction of the current ‘online courses’, is the lack of proper organization of the courses. The courses are not structured and this results into extra workload for the students taking ‘online courses’. Efforts should be made to improve the course content and reduce student workload. Students should also be given an opportunity to get to know their instructor. Giving students a clear rubric and detailed instructions for assignments with clear, actionable feedback in addition to numeric grades will only increase student satisfaction. This in turn will not only help students understand what they are being graded on, but will also help in clarity of course structure. Reducing the burden of weekly requirements will also encourage students to take up more ‘online courses’ in the future.

Readiness Activities

Success in ‘online courses’ requires a range of technical and non-academic skills that the research suggests may be the reason for dissatisfaction with the courses. To address this deficiency, Humber College should consider making readiness activities a requirement prior to or during registration periods for ‘online courses’, so students can determine if the ‘online course’ format is appropriate for them. Readiness activities should not only cover the technological requirements and competencies necessary to succeed in ‘online courses’ but also

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outline the behaviours and responsibilities expected of students. The College should also consider integrating instruction of online learning skills—such as time management, organization, and reading strategies—particularly into ‘online courses’ that serve larger proportions of students who tend to perform more poorly in the online context.

Course Orientation

Humber College’s Global Business Management ‘online courses’ should include course-specific orientations for students. These orientations could be used to delineate the skills necessary for success in the course and to introduce materials and assignments that will give students opportunities for sustained practice of online learning skills.

Screening

Even the most comprehensive readiness activities may be insufficient to impart critical skills to some students, so Humber College should take the additional step of treating online learning as a privilege rather than a right. For instance, students with lower GPAs are more likely to fail or withdraw from ‘online courses’, which should motivate colleges to consider requiring a minimum GPA to enroll in an ‘online course’. Readiness activities should not only cover the technological requirements and competencies necessary to succeed in ‘online courses’, but also outline the behaviours and responsibilities expected of students.

Early Warning Systems

To ensure that online students get the support they need, Humber College might want to implement early warning systems that identify and intervene with students who are having difficulty in ‘online courses’ of the Global Business Management Program, or any other for that matter. For example, if a student fails to sign in to the online system, or fails to turn in an assignment, the system could generate a warning for the instructor, who could in turn message the student to see if he or she is experiencing problems and discuss potential solutions.

Technical Support and Tutoring

Research suggests that students often choose to enroll in ‘online courses’ because they are juggling multiple life demands and complicated schedules. Humber College should make sure that they offer support services that are both accessible during non-traditional hours and available online. Online tutoring, advising, and technical support should be available before and after traditional business hours, as well as over the weekend, and hours of availability should be communicated clearly to online students both on their individual class web portal and on college-wide portals. Although 24-hour services may not be financially viable for individual colleges, it may be possible to offer around-the-clock services through partnerships with for-profit entities.

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Annexure“D”

MacFarland and Hamilton Report:

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Annexure“E”

Noel-Levitz 2011 Report

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brm-finalreport (1)

Documents