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Faculty and Student Expectations in Online Learning

This study explores the effectiveness of faculty communication regarding expectations in online classes and assesses whether student expectations align with their experiences. Conducted through anonymous surveys of faculty and students during an online learning course, results indicate that both parties usually have consistent expectations for communication response times. The findings also reveal a general satisfaction with the learning experience, highlighting the value of flexibility and personalized pace that online courses provide, despite some discrepancies in perceived workload and communication dynamics.

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Faculty and Student Expectations in Online Learning

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  1. Faculty and Student Expectations in Online Learning Wendy Urban, CIS Faculty Mike Valenza, Fox Legal Studies Faculty

  2. Study Goals/Objectives • To determine if faculty effectively communicate their expectations to students in online classes • To determine if student expectations are appropriate • To attempt to correlate the two with satisfaction in the online experience

  3. Study Format • Anonymous survey of faculty teaching online for the first time in Spring, 2012 • Anonymous survey of students in those same classes • Surveys administered in Week 1 and Week 9 of the semester • 10 questions on each survey

  4. Response Rates • Faculty: 9 initial, 7 follow-up • Students: 37 initial, 10 follow-up

  5. Results: Frequency of communication with students

  6. Results: In-person contact • Both faculty and students have had more in-person contact that either of them expected initially

  7. Results: Professor response time to students • Student and faculty expectations were consistent (70%) within 24 hours • Actual results are that most professors respond within 24 hours, although some respond a bit slower • Students expressed frustration when the responses were slower than one day

  8. Results: How Faculty communicate with students

  9. Results: How Students communicate with each other This set of questions had the largest discrepancy between Faculty and Students

  10. Results: Student Workload • Student Perspective • Faculty Perspective

  11. Results: Course Difficulty 67% • More intense and involved , not difficult • Online course is slightly more difficulty because there are challenges related to direct interactions with other students and the teacher • Online courses are more involved, not difficult. I love the flexibility and personalized pace.

  12. Results: Faculty Workload • Before • After

  13. Results: Value of Learning • 80% of students said they are learning as much in an online class • 20% said they are learning more • Selected comments: • “Love the convenience!” • “Web-Ex lets me rewatch lectures and get more from them” • “I am learning new technical skills, so it is a double benefit!”

  14. Summary • While we had hoped to focus on expectation setting and results compared to expectations, unfortunately our sample size was a bit small for that • However, our results did show consistency across most topics from a faculty and student perspective • Overall showed a high level of satisfaction with both the teaching and the learning experiences

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