Students' Perceptions in Undergraduate Online Math Courses

Autor/in	Alshehri, Sami M.
Titel	Students' Perceptions in Undergraduate Online Math Courses
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2203069 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2203069
Schlagwörter	Student Attitudes; Undergraduate Students; College Mathematics; Mathematics Instruction; Online Courses; Educational Technology; Program Effectiveness; Teacher Student Relationship; Interaction; Interpersonal Communication; Computer Assisted Testing; Feedback (Response); Foreign Countries; Academic Persistence; Saudi Arabia + Suchen Sie Ihr Suchwort? Schülerverhalten; Mathematics lessons; Mathematikunterricht; Online course; Online-Kurs; Unterrichtsmedien; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Interpersonale Kommunikation; Ausland; Saudi-Arabien
Abstract	The purpose of this qualitative study was to understand how undergraduate math students perceive their learning in an online learning environment. A review of the literature revealed a need for additional qualitative research on the perceptions of students in the online learning environment. The specific elements of interest were technology, communication, and assessment. The study used a qualitative descriptive case study design. Purposive sampling was used to sample six online undergraduate math students. Online questionnaires and follow-up interviews provided data for analysis. Interpretive analysis highlighted emergent themes to form a true representation of students' perceptions. The results revealed that students perceived technology as a supportive tool that could not replace the need for teacher-student interaction and engagement. In addition, online students perceived communication as an essential classroom element. Participants considered online assessment measures ineffective without useful feedback. Educational stakeholders could use the study's findings to make informed instructional design decisions that could increase student success rates in undergraduate online math courses. Also, researchers might use the study findings to identify instructional elements that could potentially lead to increased learning gains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01