Internet Learning Volume 4, Number 1, Spring 2015 | Page 51

Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
Given that students seem to value the importance of well-aligned instruction, it is
interesting that they don’t give nearly as much weight to the quality and relevance of the
learning objectives that are stated. The QM framework includes a standard devoted to
Learning Objectives (Standard 2), and all five of the indicators within that standard are
ranked a 3 – Essential. Of those five indicators, participants in this study rated three of them
more than one point lower than QM. Specifically, students did not feel it was as important as
QM that learning objectives describe achievable outcomes (QM 2.1), be clearly stated from
the student’s perspective (QM 2.3), or that there be consistency between module/unit
learning objectives and course-level objectives (QM 2.2). Although effective instructional
design demands the statement of clear, measurable, behaviorally-oriented learning
objectives, it is curious that students do not recognize their importance in their learning
experience.
Also interesting is that students do not place nearly as much importance on interactive
learning activities as does the QM framework, particularly when it comes to interacting with
other students. In fact, participants in this study rated an item about learning activities
encouraging interaction with other students almost two points lower than the QM ranking.
Although research unequivocally supports the inclusion of interactive activities in online courses
(Anderson, 2003; Darabi, Liang, Suryavanski, & Yurekli, 2013; Palloff & Pratt, 2007; Swan,
2001), previous research suggests that students may be apprehensive about, or reluctant to
participate in, activities that require interaction (Brinkerhoff & Koroghlanian, 2007; Marshall,
Greenberg, & Machun, 2012). This reluctance by students may also be experienced in groupbased
work where their grade may depend, at least in part, on the actions of others. Having their
success dependent on a variable outside of their control may be concerning, especially to adult
learners who have an increased sense of responsibility for their own learning and success
(Knowles, 1975, 1980). Helping learners understand the point and value of such activities,
and providing a good balance of individual and group accountability, may mediate the
impact of possible negative attitudes and allow learners to more productively engage in
interactive activities that may enhance their learning.
Related to the low value students place on interacting with other students in the class,
it is perhaps not surprising that the lowest rated item on the survey was about students
introducing themselves to the class. If students do not see value in interacting with others,
then it is unlikely they would deem introductions among class members a valuable
component of an online course. While students do not see the importance of introducing
themselves to the class, they do however, see an instructor’s self-introduction as being
important. Participants in this study rated the item related to instructor introduction as
almost one point higher than the item related to self-introductions. QM assigns both of these
items 1 point, and while students agree with that rating for self-introductions, their rating for
instructor introduction was both statistically and practically higher. Online courses can
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