Instructors’ and Students’ Perception toward Online Course Quality Based on the Quality Online Education (QOE) Framework

ID: 54523 Type: Brief Paper
  1. Danh Nguyen, College of Education, Texas Tech University, United States
  2. Jongpil Cheon, Educational Psychology and Leadership, Texas Tech University, United States
  3. Amanda Solis, College of Education, Texas Tech University, United States

Tuesday, March 19 3:40 PM-4:00 PM Location: Sunset 3 View on map

No presider for this session.

Abstract: With online learning demands, enrollment growth, and equal quality considerations to online education, universities plan to increase their online programs. However, assuring the quality has brought concerns about online instruction, instructors, and learning outcomes. Standards and framework have been developed to address these issues. The College of Education at a Southwestern University has established the Quality of Online Education (QOE) framework including six actions to develop quality online courses and provide authentic learning experiences. The current study was to determine instructors’ and students’ perceptions toward online course quality based on the QOE framework. It allowed to identify participants’ discrepancies in online course quality, areas to improve, and actions affecting students’ satisfaction and perceived learning. The findings showed that facilitation was an area needing to improve. Instructors and students had similar perceptions of facilitation and interaction, but they had differences regarding organization of online courses. Also, facilitation and assessment significantly affected students’ satisfaction and their perceived learning. The study generated meaningful implications of design online courses based on the QOE framework.


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