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    Student perceptions of the teaching in online learning: and Australian university case study

    197219_108991_HERDSA_2013_TUCKER.pdf (860.6Kb)
    Access Status
    Open access
    Authors
    Tucker, Beatrice
    Halloran, Patrick
    Price, Connie
    Date
    2013
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Tucker, Beatrice and Halloran, Patrick and Price, Connie. 2013. Student perceptions of the teaching in online learning: an Australian university case study, in Frielick, S. et al (ed), Research and Development in Higher Education: The Place of Learning and Teaching, 36th HERDSA Annual International Conference, Jul 1-4 2013, pp. 470-484. Auckland, New Zealand: HERDSA.
    Source Title
    Research and Development in Higher Education: The Place of Learning and Teaching
    Source Conference
    36th HERDSA Annual International Conference
    Additional URLs
    http://www.herdsa.org.au/wp-content/uploads/conference/2013/HERDSA_2013_TUCKER.pdf
    ISBN
    0908557930
    Remarks

    Copyright © 2013 Beatrice Tucker, Patrick Halloran and Connie Price

    URI
    http://hdl.handle.net/20.500.11937/16498
    Collection
    • Curtin Research Publications
    Abstract

    Universities have been collecting student feedback on their experiences in teaching and learning for decades. Their voice is usually captured in surveys with quantitative and qualitative data used for quality improvement. Quantitative data are often used to monitor the student experience and used as a key performance measure. As online learning is increasingly taken up in universities there is heightened interest about the student experience. In Australia, Open Universities Australia is the largest national provider of online learning. This paper analyses student perceptions of what is helping and hindering their learning, with a focus on teaching, from one large shareholder university. The eVALUate unit survey was used to collect student feedback from 47696enrolling students in 490 units delivered over seven OUA study periods during 2012. The overall response rate for the unit survey was 24.1%. Students overwhelmingly reported very high levels of satisfaction with their experience. In selected units there were lower levels of satisfaction for quality of teaching and feedback on learning. Students commented that the online interactions with the teacher were most important to their learning and where feedback on their learning and assessments was not provided, this hindering their learning. Hence giving students feedback is an important role of the teacher in helping them learn online.

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