Name
Abstract | ||
|---|---|---|
This article reports online graduate students' perceptions of face-to-face classroom instruction in a doctoral program at a large public university in the eastern United States. The purpose of this study is to examine the experiences of graduate students returning to a face-to-face classroom after becoming accustomed to online learning. The students' online course experiences impacted their subsequent return to the face-to-face classroom in terms of logistics anxiety finding a physical classroom, budgeting time to make it there and learning including interactions with students and instructors. The primary impact was increased appreciation of face-to-face interactions. Instructors also gained experience applying some other strategies to improve their classes. These findings could inform course developers and instructors about student expectations in face-to-face classrooms as well as stimulate reflections on recommendations for instructional improvements to enhance student learning. |
Year | DOI | Venue |
|---|---|---|
2012 | 10.4018/jicte.2012070106 | IJICTE |
Keywords | Field | DocType |
course developer,online graduate students,face-to-face classroom instruction,online course experience,face-to-face classroom,graduate student,student learning,student expectation,online graduate student,physical classroom,face-to-face interaction,learning community,perceptions,connectedness | Online learning,Social connectedness,Anxiety,Face-to-face,Psychology,Knowledge management,Online course,Pedagogy,Perception,Learning community,Student learning | Journal |
Volume | Issue | ISSN |
8 | 3 | 1550-1876 |
Citations | PageRank | References |
0 | 0.34 | 2 |
Authors | ||
2 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Jared Keengwe | 1 | 77 | 20.36 |
| Biljana Belamaric Wilsey | 2 | 0 | 0.68 |