Título Measuring teachers and learners' perceptions of the quality of their online learning experience
Autores GÓMEZ DEL REY, PILAR, Barbera, Elena, FERNÁNDEZ NAVARRO, FRANCISCO DE ASÍS, FERNÁNDEZ NAVARRO, FRANCISCO DE ASÍS, GÓMEZ DEL REY, PILAR
Publicación externa No
Medio Distance Educ.
Alcance Article
Naturaleza Científica
Cuartil JCR 1
Cuartil SJR 1
Impacto JCR 1.59200
Impacto SJR 1.06900
Ámbito Internacional
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-84976877768&doi=10.1080%2f01587919.2016.1184396&partnerID=40&md5=514945bb0515ff297dbf54b9e7748d94
Fecha de publicacion 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.
Palabras clave Learning experience; online; quality; students' perceptions; teachers' perceptions
Miembros de la Universidad Loyola

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