Title A cross-national study of teacher's perceptions of online learning success
Authors Barbera, Elena, GÓMEZ DEL REY, PILAR, FERNÁNDEZ NAVARRO, FRANCISCO DE ASÍS, FERNÁNDEZ NAVARRO, FRANCISCO DE ASÍS, GÓMEZ DEL REY, PILAR
External publication No
Means Open Learn.
Scope Article
Nature Científica
SJR Quartile 2
SJR Impact 0.40800
Area International
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-84974815617&doi=10.1080%2f02680513.2016.1151350&partnerID=40&md5=84ae88947458761ed2729affe0e666c3
Publication date 01/01/2016
ISI 000377032000003
Scopus Id 2-s2.0-84974815617
DOI 10.1080/02680513.2016.1151350
Abstract This study examines success factors in online learning from the instructors' perspective. Academic success comprises not only student satisfaction and good grades, but also perception of learning and knowledge transfer. A systemic model of inputs-process-outputs of learning was used. A total of 322 online teachers from four different universities and countries were used to study factors of attainment. Findings suggest that: (i) instructors from the University of Peking and the Autonomous Popular University of the State of Puebla reported learner factors as the most important for students on online courses, (ii) instructors from the University of New Mexico perceived institutional factors as the most important for establishing effective online learning and (iii) instructors from the Open University of Catalonia reported outcome factors as the most important for learners in online courses. Compared with other research results in online learning, instructors in this study generally reflect a greater concern about the content, social presence, instruction and their interactions than about technological matters.
Keywords Cultural settings; teacher's perceptions; online education; critical success factors
Universidad Loyola members