Date of Award

2003

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

The purpose of this qualitative study was to explore and describe the learning experience of students in two online courses at a multi-campus, two-year technical/community college in the Midwest. The study focused on student learning behaviors and adjustments, on the interaction between student and instructor and among students, and on students' perceptions of their experience. During the spring, 2002 semester, the researcher gathered data from students and instructors in a technical writing and a nutrition online course through online observations, face-to-face interviews, time logs, reflective e-mail journals, surveys, and analysis of archival material. The study describes the experiences of a group of busy, experienced, career-oriented, successful students, who chose to continue theirEducation through online courses to overcome time and geographic barriers. They were determined, disciplined, goal-oriented adults, who were able to dedicate time and effort to succeed in the online courses. Their success was also determined by their ability to select an appropriate course load but was not impacted by the mix of online and on-campus courses they were taking, prior online course experience, or technical expertise. In their online classes, participants found themselves learning in a different place. They had to adapt to the environment of their online classroom” at the same time they were learning content, which increased the amount of effort and time needed for learning. Low student expectation and need for interaction, instructor expectation for active, independent learning, and delayed response and feedback times resulted in students becoming independent learners who achieved deep learning through reading and independent research. The study found that, although online learning is not for all students, the online environment provided a successful, deep learning experience for those who could adapt. The study proposes further dialogue on the role of the instructor and of interaction and communication in online classes, especially in light of current social constructivist learning theory.

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