Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses

• Published in: The Internet and higher education Vol. 37; pp. 52 - 65
• Main Authors: Martin, Florence, Wang, Chuang, Sadaf, Ayesha
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01-04-2018
• Subjects: Facilitation strategies; Instructor connection; Instructor presence; Online learning; Student perception; Facilitation strategies; Instructor presence; Instructor connection; Student perception; Online learning
• ISSN: 1096-7516; 1873-5525
• DOI: 10.1016/j.iheduc.2018.01.003

Instructors use various strategies to facilitate learning and actively engage students in online courses. In this study, we examine student perception on the helpfulness of the twelve different facilitation strategies used by instructors on establishing instructor presence, instructor connection, engagement and learning. One hundred and eighty eight graduate students taking online courses in Fall 2016 semester in US higher education institutions responded to the survey. Among the 12 facilitation strategies, instructors' timely response to questions and instructors' timely feedback on assignments/projects were rated the highest in all four constructs (instructor presence, instructor connection, engagement and learning). Interactive visual syllabi of the course was rated the lowest, and video based introduction and instructors' use of synchronous sessions to interact were rated lowest among two of the four constructs. Descriptive statistics for each of the construct (instructor presence, instructor connection, engagement and learning) by gender, status, and major of study are presented. Confirmative factor analysis of the data provided aspects of construct validity of the survey. Analysis of variance failed to detect differences between gender and discipline (education major versus non-education major) on all four constructs measured. However, undergraduate students rated significantly lower on engagement and learning in comparison to post-doctoral and other post graduate students.
•Students perceived instructors' timely response to questions/feedback on assignments helpful.•Students perceived video based introduction helpful in building instructor connection.•Students perceived instructors' response to reflections helped establish connection with instructor.•Students perceived synchronous session not helpful for instructor presence and connection.•Students perceived interactive visual syllabus as least helpful.