Summary of an Experimental Study
Reference: Daukilas, S., Kaciniene, I., Vaisnoriene, D., & Vascila, V. (2008). Factors that Impact Quality of E-Teaching/Learning Technologies in Higher Education. Quality of Higher Education, 5132-151. Retrieved from EBSCOhost.
Principle: The study analyzed factors that impact the quality of online learning in higher education.
Research Question and/or Hypothesis: Two research questions 1) What are the variables that impact the understanding of what quality online learning involves. 2) What are the motivation factors that enhance the quality of online learning.
Design: An analysis of current research to create a proposed list of variables as well as definitions of key words. Quanitative research was conducted by administering a questionnaire survey. Qualitative and quantitative analysis incorporated the use of SPSS 13.00 for Windows and MS Excel 2003.
Population and/or Sample: In 2007/08 students and faculty from 4 universities in Lithuania received questionnaires. 590 responses were received from students. In addition, 79 teachers, across the spectrum of assistants, lectors to professors, were included in the study.
Random Sample?: This was cross-discipline and appears to be a random sample.
Independent Variables: Individuals involved in study had a variety of level of experience with online learning as well as access to online learning.
Dependent Variable: The choices of most appropriate technologies were detailed by program area for students and also by job classification and age for faculty.
Procedures: Collect data from students then from teachers. Cross analyze to understand how different conditions can help ensure quality online learning strategies.
Results: Text and graphs show students ranking of most appropriate technology changes by program area differs. It showed though, overall, “students consider technologies where real interaction dominates (verbal and interactive teaching/learning technologies) to be most appropriate.” Teachers responses were very different based on age as well as position with full professors the least willing, by far, least involved in online learning.
Comments: It was interesting to see that the results of this study from Lithuania validates my personal experience interacting with students and faculty at a U.S. community college. It brought up some important points, in particular in regards to faculty but it can be applicable to the adult student, as well, that two factors are closely intertwined and yet very distinct: That of generational adoption of new technology and that of typical personality/ learning needs of different program areas.
