Internet Learning Volume 1, Number 1, Fall 2012 | Page 37

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Internet Learning—Volume 1—Number 1—Fall 2012

Online Courses: Student Preferences Survey
Margaret Gillingham & Carol Molinari
University of Baltimore
Abstract
As online and hybrid courses are increasingly used to deliver college courses and curriculum, an
online survey was developed and implemented at the University of Baltimore to capture
perceptions and attitudes towards online and collaborative learning experiences during the
spring 2011 term. The majority of the respondents were employed women of multi-ethnic
backgrounds who were currently participating in a hybrid or fully online course. The findings
indicate that they highly valued the flexibility of the online format and the access to online
assessment tools and an electronic portfolio of their graded work. In terms of collaborative
learning relationships, respondents rated their interactions with their instructor more favorably
than their peer interactions. Various challenges for online learning are presented and
discussed.
KEY WORDS: Online learning; e-learning; student preferences survey; distance education;
nontraditional educational programs in health administration; University of Baltimore; Health
Systems Management
Introduction
nstruction is a key component of hybrid and online learning, and is pivotal to developing
quality online education. Dewey (1938) argued many years ago that instruction occurs within
a social and environmental context, and that interaction is a defining part of all learning.
Interaction enables the learner to transform information into knowledge when learners interact
actively with content and with co-learners i.e. fellow students, instructors, and experts (Wu,
Chen, Zhang, & Amoroso, 2005). Learning communities or “distributed learning” refers to
blended and online learning in which there is a mix of interactions among learners led by
instructor over a period of time (Dede, 2006). Ravert and Evans’ (2007) investigation of
preferences among university students suggest that as student progress through college, they
prefer learning that is created through interactions and interdependence among learners.
Online technologies to enhance student learning depend on many factors including
student engagement. The selection of various online technologies to best enhance student
learning may be based on many factors including the learner’s preferences and experiences.
Metrics for evaluating online courses consider both indicators of learning performance as well as
student engagement. In a study of student engagement in online courses at three different
universities, Robinson and Hullinger, H. (2008) used metrics of student engagement in online
courses focusing on key engagement dimensions from the 2006 National Survey of Student
Engagement (NSSE). Benchmarks used in their study included level of academic challenge,
faculty–student interactions, student–faculty interactions, active and collaborative learning,
enriching educational experience among others. Their research f