Assessment of Online Student Learning

Document Type

Article

Department or Administrative Unit

Center for Teaching and Learning

Publication Date

2013

Abstract

To cope with the vast range of changes in our educational system, the delivery of knowledge and preparation of candidates for future learning must include self-awareness skills, learning how to learn, information retrieval, lifelong learning, and preparation for the world of technology (Ornstein, 1998). Assessment prevents surprises for the student as well as the faculty. Improving student learning and teaching expertise is necessary if we are to face the challenge of educating students online to meet the twenty-first century challenges in education.

For this study, the authors tried to determine the perceptions of teaching presence, social presence, and cognitive presence of the students. The candidates’ responses to the questionnaire produced the following results: “Teaching Presence” mean score for all the variables was 3.87, “Social Presence” mean score was 3.87, and “Cognitive Presence” score was 3.77. It can be concluded that the online course offerings are meeting the needs of the candidates. At the same time, we have some work to do as revealed in some of the mean scores as reported above.

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This article was originally published in FOCUS On Colleges, Universities, and School. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

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FOCUS On Colleges, Universities, and Schools

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