Title Measuring teachers and learners' perceptions of the quality of their online learning experience
Authors GÓMEZ DEL REY, PILAR, Barbera, Elena, FERNÁNDEZ NAVARRO, FRANCISCO DE ASÍS, FERNÁNDEZ NAVARRO, FRANCISCO DE ASÍS, GÓMEZ DEL REY, PILAR
External publication No
Means Distance Educ.
Scope Article
Nature Científica
JCR Quartile 1
SJR Quartile 1
JCR Impact 1.59200
SJR Impact 1.06900
Area International
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-84976877768&doi=10.1080%2f01587919.2016.1184396&partnerID=40&md5=514945bb0515ff297dbf54b9e7748d94
Publication date 01/08/2016
ISI 000381021600002
Scopus Id 2-s2.0-84976877768
DOI 10.1080/01587919.2016.1184396
Abstract This article explores the quality of the online learning experience based on the Sloan-C framework and the Online Learning Consortium's (OLC) quality scorecard. The OLC index has been implemented to evaluate quality in online programs from different perspectives. Despite this, the opinions of learners are ignored, and it is built using feedback from experts and panelists while ignoring the factors that teachers consider important during their lectures. We propose an alternative way of measuring the quality of online learning programs by analyzing the satisfaction of the learning experience and using teachers and students' perceptions. The 11 categories composing the index were weighted in the teacher and student indices using principal component analysis, and finally these two indices were linearly combined with a parameter that defines the importance of each body. Findings show that while teachers perceive collaborative learning variables as crucial, learners are more concerned with their own learning benefits.
Keywords Learning experience; online; quality; students' perceptions; teachers' perceptions
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