Instructor–Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction

@article{citeulike:1412847, abstract = {This article examines the relative perceived importance of 19 instructor actions in online courses according to both instructors and students. The instructor actions were culled from guidelines in the online learning literature base and then reviewed and rated by 14 experts. Thirty-two online instructors and 170 students from their classes at a large public university and a private online university were asked to review and rate these guidelines. Findings show that the instructors believe that learner performance is more likely tied to instructor actions that are focused on course content and provide both proactive (models, expectations) and reactive (feedback) information to learners about their ability to demonstrate knowledge of course material, but learner satisfaction is more likely tied to learners\’ feeling that their interpersonal communication needs are met. Learners rated items focused on communication needs and being treated as individuals as most important, aligning their stated preferences with the instructors\’ perceptions of what actions are most satisfying to online learners.}, author = {Dennen, Vanessa P. and Darabi, Aubteen A. and Smith, Linda J. }, citeulike-article-id = {1412847}, doi = {http://dx.doi.org/10.1080/01587910701305319}, journal = {Distance Education}, keywords = {collaboration, interaction, learning}, number = {1}, pages = {65--79}, posted-at = {2007-06-26 04:53:27}, priority = {2}, publisher = {Routledge}, title = {Instructor\–Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction}, url = {http://dx.doi.org/10.1080/01587910701305319}, volume = {28}, year = {2007} }

TY - JOUR ID - citeulike:1412847 L3 - citeulike-article-id:1412847 N2 - This article examines the relative perceived importance of 19 instructor actions in online courses according to both instructors and students. The instructor actions were culled from guidelines in the online learning literature base and then reviewed and rated by 14 experts. Thirty-two online instructors and 170 students from their classes at a large public university and a private online university were asked to review and rate these guidelines. Findings show that the instructors believe that learner performance is more likely tied to instructor actions that are focused on course content and provide both proactive (models, expectations) and reactive (feedback) information to learners about their ability to demonstrate knowledge of course material, but learner satisfaction is more likely tied to learners’ feeling that their interpersonal communication needs are met. Learners rated items focused on communication needs and being treated as individuals as most important, aligning their stated preferences with the instructors’ perceptions of what actions are most satisfying to online learners. IS - 1 JF - Distance Education EP - 79 TI - Instructor–Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction PB - Routledge VL - 28 SP - 65 KW - collaboration KW - interaction KW - learning AU - Dennen, Vanessa AU - Darabi, Aubteen AU - Smith, Linda PY - 2007/// UR - http://dx.doi.org/10.1080/01587910701305319 ER -