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Student and faculty opinions on the ...

Smallwood, Audrey Bandy.

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Student and faculty opinions on the impact of web-enhanced courses on the educational experience at Alabama community colleges.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Student and faculty opinions on the impact of web-enhanced courses on the educational experience at Alabama community colleges./
Author:	Smallwood, Audrey Bandy.
Description:	413 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2429.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409124
ISBN:	9781124061634

Student and faculty opinions on the impact of web-enhanced courses on the educational experience at Alabama community colleges.
Smallwood, Audrey Bandy.

Student and faculty opinions on the impact of web-enhanced courses on the educational experience at Alabama community colleges. - 413 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2429.

Thesis (Ed.D.)--The University of Alabama, 2010.

This quantitative study examined the perceptions of Alabama community college students and faculty toward Web-enhanced courses and the impact of these courses on the educational experience as defined by Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education , an empirically based model. Secondarily, the study sought to determine if specific personal characteristics of each group influenced those perceptions. Findings indicate that the overwhelming majority of both students and instructors perceive Web-enhanced instruction to have a positive impact on the educational experience despite the fact that many instructors failed to utilize course management system tools that are designed to engage students in the learning process and to promote active learning (i.e., discussion boards, chat rooms, quizzes), favoring instead those tools designed to facilitate class management (e.g., announcements, posting syllabi, etc.). Moreover, the results of the study revealed that instructors continue to embrace the lecture as one of the primary teaching strategies employed in the classroom even though this strategy has been proven to disengage the learner from the learning process.

ISBN: 9781124061634Subjects--Topical Terms:

1018008
Education, Community College.

Student and faculty opinions on the impact of web-enhanced courses on the educational experience at Alabama community colleges.
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245 1 0 $a Student and faculty opinions on the impact of web-enhanced courses on the educational experience at Alabama community colleges.
300 $a 413 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2429.
500 $a Adviser: Nathaniel Bray.
502 $a Thesis (Ed.D.)--The University of Alabama, 2010.
520 $a This quantitative study examined the perceptions of Alabama community college students and faculty toward Web-enhanced courses and the impact of these courses on the educational experience as defined by Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education , an empirically based model. Secondarily, the study sought to determine if specific personal characteristics of each group influenced those perceptions. Findings indicate that the overwhelming majority of both students and instructors perceive Web-enhanced instruction to have a positive impact on the educational experience despite the fact that many instructors failed to utilize course management system tools that are designed to engage students in the learning process and to promote active learning (i.e., discussion boards, chat rooms, quizzes), favoring instead those tools designed to facilitate class management (e.g., announcements, posting syllabi, etc.). Moreover, the results of the study revealed that instructors continue to embrace the lecture as one of the primary teaching strategies employed in the classroom even though this strategy has been proven to disengage the learner from the learning process.
520 $a Although the influence of identified student and instructor characteristics were less definitive and harder to explain within the context of the seven vectors, findings suggest that for students, race/ethnicity, enrollment status, and hours of computer use more broadly influenced their opinions in terms of the seven vectors and, in some cases, were predictors of their opinions. Likewise, hours spent participating in professional development activities and interacting with students broadly influenced instructor opinions.
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710 2 $a The University of Alabama. $b Higher Education Administration. $3 1671989
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Bray, Nathaniel, $e advisor
790 1 0 $a Brennan, Kelly $e committee member
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790 1 0 $a Marcus, Deborah $e committee member
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792 $a 2010
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