Wednesday, March 20
5:45 PM-7:00 PM
PDT
Celebrity Ballroom 1&2

How Do e-Learning Students Perceive Online Synchronous Instruction: A Scaling Tool

Poster/Demo ID: 53764
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    Christina Churchill
    University of North Texas

Abstract: Online synchronous courses require more time for the professor teaching the course. Wang and Woo discuss the perceptions of students in face-to-face classes compared to asynchronous online classes stating that face-to-face classes are more natural and easier to communicate in (2007). Online synchronous meetings have been the natural bridge between face-to-face class and asynchronous eLearning. Hrastinski, Keller, and Carlsson noted in his study that although asynchronous eLearning has been well researched, the effectiveness of synchronous online learning is still unknown (2010). The question remains on the perception of synchronous classes. This study provides a scaling tool that assists in measuring the opinions of e-learning students about online synchronous instruction. In the survey, questions 1-4 collected demographic information and questions 5-10 collected the student’s opinion concerning online synchronous learning sessions. Questions 5-10 were used to produce the Cronbach’s Alpha calculation. Cronbach Alpha, Factor Analysis, Scree Plot, KMO and Bartlett’s test, and ANOVA were conducted to analyze the reliability of the different questions in the survey. According to Cronbach’s Alpha calculation of the six items resulted as 0.93, which results as highly reliable. This tool is recommended to assess the student’s opinions of online synchronous learning.

Presider: Monique Woodard, Wilkes University

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