Tuesday, October 25
11:15-11:35 AM
UTC
Junior Ballroom D

Direct Accountability in Online Learning Programs: A Student Perspective - Year Two

Brief Paper ID: 14365
  1. Elsa Waters
    University of Phoenix Online
  2. Kevin Feenan
    University of Phoenix Online

Abstract: This study represents a student’s perspective of the state of instructional leadership provided in online educational programs. A case study is represented that evaluates differences in effectiveness and probabilities of success when facilitators take direct accountability and responsibility for the structure of the student’s learning environment. Students of online learning programs face unique challenges that are created by facilitator inconsistencies. The application of a steady academic approach to learning by the online facilitator will lead to an environment that is more conducive to enhanced scholarship. Doctoral students studying as part of an online program will provide the population for the case study. Followed over a three-year period, the collaborative learning experiences of the sample population will be evaluated, through the use of questionnaires and interviews derived from standardized models. Year One looked at collaboration from the student’s perspective and this second year article reviews the importance of the consistency of the facilitator.

Presider: Gayle V. Davidson-Shivers, University of South Alabama

Topic

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.
x