The Perception of Saudi Students toward Using Facilitation Strategies in Digital Classrooms
DOI:
https://doi.org/10.14738/assrj.85.10189Keywords:
Online learning; Facilitation strategies; Instructor presence; Instructors’ connectedness; Students’ perception.Abstract
Instructors use various strategies to facilitate learning and actively engage students in online courses. In this study, we examined students’ perception of the helpfulness of some different facilitation strategies used by instructors to establish instructors’ presence, instructors’ connection, engagement, and learning in online classrooms. 102 undergraduate students taking online courses due to COVID-19 pandemic at an English language institute at a Saudi university, responded to the web survey. Among the facilitation strategies, instructors being present in the discussion forum rated the highest in two constructs (instructors’ presence and students’ engagement). While video-based instructor introduction rated the highest for instructors’ connectedness. In addition, students found video-based course orientation was the most effective strategy to enhance online learning. Analysis of variance used to detect differences between gender, status, and age on all four constructs measured. No statistically significant differences were noticed for any one of the four latent constructs concerning discipline for the level of education and age. However, there was a significant difference between young and adult learners. Adult students had a stronger perception of using facilitation strategies to establish and enhance the four constructs than young students had.
References
Ali, R., & Leeds, E. M. (2009). The impact of face-to-face orientation on online retention: A pilot study. Online Journal of Distance Learning Administration, 12(4).
Ally, M. (2004). Foundations of educational theory for online learning. Theory and practice of online learning. 2. Theory and practice of online learning (pp. 15–44).
Aragon, S. R. (2003). Creating social presence in online environments. New Directions for Adult and Continuing Education, 2003(100), 57-68.
Artino Jr, A. R., & Jones II, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education, 15(3), 170-175.
Bayeck, R. Y., Hristova, A., Jablokow, K. W., & Bonafini, F. (2018). Exploring the relevance of single‐gender group formation: What we learn from a massive open online course (MOOC). British Journal of Educational Technology, 49(1), 88-100.
Berge, Z. L. (1995). The role of the online instructor/facilitator. Educational Technology, 35(1), 22-30.
Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568-583.
Buzhardt, J., & Heitzman-Powell, L. (2005). Stop blaming the teachers: The role of usability testing in bridging the gap between educators and technology. Electronic Journal for the Integration of Technology in Education, 4(1), 13-29.
Caspi, A., & Blau, I. (2008). Social presence in online discussion groups: Testing three conceptions and their relations to perceived learning. Social Psychology of Education, 11(3), 323-346.
CHo, M., & Summers, J. (2012). Factor validity of the motivated strategies for learning questionnaire (MSLQ) in asynchronous online learning environments. Journal of Interactive Learning Research, 23(1), 5-28.
Clarke, L. W., & Bartholomew, A. (2014). Digging beneath the surface: Analyzing the complexity of instructors' participation in asynchronous discussion. Online Learning, 18(3), n3.
Correia, A. P., & Baran, E. (2010). Lessons learned on facilitating asynchronous discussions for online learning. Educação, Formação & Tecnologias-ISSN 1646-933X, 3(1), 59-67.
Correia, A. P., & Davis, N. E. (2007). The design of collaboration in the virtual classroom. 30th annual proceedings of selected papers on the practice of educational communications and technology, 2, 84–87.
Creasey, G., Jarvis, P., & Knapcik, E. (2009). A measure to assess student-instructor relationships. International Journal for the Scholarship of Teaching and Learning, 3(2), n2.
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8.
Dietz-Uhler, B., Fisher, A., & Han, A. (2007). Designing online courses to promote student retention. Journal of Educational Technology Systems, 36(1), 105-112.
Draus, P. J., Curran, M. J., & Trempus, M. S. (2014). The influence of instructor-generated video content on student satisfaction with and engagement in asynchronous online classes. Journal of Online Learning and Teaching, 10(2), 240-254.
Drennan, J., Kennedy, J., & Pisarski, A. (2005). Factors affecting student attitudes toward flexible online learning in management education. The Journal of Educational Research, 98(6), 331-338.
Dykman, C. A., & Davis, C. K. (2008). Part one⁁ the shift toward online education. Journal of Information Systems Education, 19(1)
Easton, S. S. (2003). Clarifying the instructor's role in online distance learning. Communication Education, 52(2), 87-105.
Eskey, M. T., & Schulte, M. (2010). What online college students say about online instructors and what do online faculty members say about online instruction: A comparison of attitudes. Journal of Online Education, , 1-20.
Gallien, T., & Oomen-Early, J. (2008). Personalized versus collective instructor feedback in the online course room: Does type of feedback affect student satisfaction, academic performance and perceived connectedness with the instructor? International Journal on E-Learning, 7(3), 463-476.
Gilmore, S., & Warren, S. (2007). Themed article: Emotion online: Experiences of teaching in a virtual learning environment. Human Relations, 60(4), 581-608.
González-Sanmamed, M., Muñoz-Carril, P., & Sangrà, A. (2014). Level of proficiency and professional development needs in peripheral online teaching roles. International Review of Research in Open and Distributed Learning, 15(6), 162-187.
Hannay, M., & Newvine, T. (2006). Perceptions of distance learning: A comparison of online and traditional learning. Journal of Online Learning and Teaching, 2(1), 1-11.
Hodges, C. B., & Forrest Cowan, S. (2012). Preservice teachers’ views of instructor presence in online courses. Journal of Digital Learning in Teacher Education, 28(4), 139-145.
Islam, M. (2011). Effect of demographic factors on e-learning effectiveness in a higher learning institution in Malaysia. International Education Studies, 4(1), 112-121.
Jones, P., Naugle, K., & Kolloff, M. (2008). Teacher presence: Using introductory videos in hybrid and online courses. Learning Solutions. Retrieved March 26, 2018, from www.learningsolutionsmag.com
LaPointe*, D. K., & Gunawardena, C. N. (2004). Developing, testing and refining of a model to understand the relationship between peer interaction and learning outcomes in computer‐mediated conferencing. Distance Education, 25(1), 83-106.
Lehman, R. M., & Conceição, S. C. O. (2010). Creating a sense of presence in online teaching: How to “be there” for distance learners. San Francisco, CA: Jossey-Bass.
Light, P., Nesbitt, E., Light, V., & White, S. (2000). Variety is the spice of life: Student use of CMC in the context of campus-based study. Computers and Education, 34(3-4), 252-267.
Liu, X., Bonk, C. J., Magjuka, R. J., Lee, S., & Su, B. (2005). Exploring four dimensions of online instructor roles: A program level case study. Journal of Asynchronous Learning Networks, 9(4), 29-48.
Mann, S. J. (2005). Alienation in the learning environment: A failure of community? Studies in Higher Education, 30(1), 43-55.
Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52-65.
Martin, F., Wang, C., & Sadaf, A. (2020). Facilitation matters: Instructor perception of helpfulness of facilitation strategies in online courses. Online Learning, 24(1), 28-49.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222.
Muirhead, W. D. (2000). Online education in schools. International Journal of Educational Management, 3 (4), 1-11.
Newman, E. M., Wehlage, G. G., & Lamborn, S. D. (1992). Taking students seriously. Student Engagement and Achievement in American Secondary Schools.New York: Teachers College, Columbia University,
Phillips, J. A. (2015). Replacing traditional live lectures with online learning modules: Effects on learning and student perceptions. Currents in Pharmacy Teaching and Learning, 7(6), 738-744.
Phirangee, K., Epp, C. D., & Hewitt, J. (2016). Exploring the relationships between facilitation methods, students' sense of community, and their online behaviors. Online Learning, 20(2), 134-154.
Porter, L. R. (1997). Creating the virtual classroom: Distance learning with the internet John Wiley & Sons, Inc.
Richardson, J., & Swan, K. (2003). Examing social presence in online courses in relation to students' perceived learning and satisfaction.
Rourke, L., & Anderson, T. (2002). Using peer teams to lead online discussions. Journal of Interactive Media in Education, 1. Retrieved on August 31, 2011 from http://jime.open.ac.uk/article/2002-1/80.
Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? an examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528.
Space, V. (2006). College Quarterly. Writing, 9(4), 1–18.
Stevens, T., & Switzer, C. (2006). Differences between online and traditional students: A study of motivational orientation, self-efficacy, and attitudes. Online Submission, 7(2), 90-100.
Summers, J. J., Waigandt, A., & Whittaker, T. A. (2005). A comparison of student achievement and satisfaction in an online versus a traditional face-to-face statistics class. Innovative Higher Education, 29(3), 233-250.
Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331.
Teo, T. S., & Lim, V. K. (2000). Gender differences in internet usage and task preferences. Behaviour & Information Technology, 19(4), 283-295.
Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246.
Woods, R., & Ebersole, S. (2003). Using non-subject-matter-specific discussion boards to build connectedness in online learning. The American Journal of Distance Education, 17(2), 99-118.
Zheng, L., & Smaldino, S. (2003). Key instructional design elements for distance education. Quarterly Review of Distance Education, 4(2), 153-166
Ally, M. (2004). Foundations of educational theory for online learning. Theory and practice of online learning. 2. Theory and practice of online learning (pp. 15–44).
Aragon, S. R. (2003). Creating social presence in online environments. New Directions for Adult and Continuing Education, 2003(100), 57-68.
Artino Jr, A. R., & Jones II, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education, 15(3), 170-175.
Bayeck, R. Y., Hristova, A., Jablokow, K. W., & Bonafini, F. (2018). Exploring the relevance of single‐gender group formation: What we learn from a massive open online course (MOOC). British Journal of Educational Technology, 49(1), 88-100.
Berge, Z. L. (1995). The role of the online instructor/facilitator. Educational Technology, 35(1), 22-30.
Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568-583.
Buzhardt, J., & Heitzman-Powell, L. (2005). Stop blaming the teachers: The role of usability testing in bridging the gap between educators and technology. Electronic Journal for the Integration of Technology in Education, 4(1), 13-29.
Caspi, A., & Blau, I. (2008). Social presence in online discussion groups: Testing three conceptions and their relations to perceived learning. Social Psychology of Education, 11(3), 323-346.
CHo, M., & Summers, J. (2012). Factor validity of the motivated strategies for learning questionnaire (MSLQ) in asynchronous online learning environments. Journal of Interactive Learning Research, 23(1), 5-28.
Clarke, L. W., & Bartholomew, A. (2014). Digging beneath the surface: Analyzing the complexity of instructors' participation in asynchronous discussion. Online Learning, 18(3), n3.
Correia, A. P., & Baran, E. (2010). Lessons learned on facilitating asynchronous discussions for online learning. Educação, Formação & Tecnologias-ISSN 1646-933X, 3(1), 59-67.
Correia, A. P., & Davis, N. E. (2007). The design of collaboration in the virtual classroom. 30th annual proceedings of selected papers on the practice of educational communications and technology, 2, 84–87.
Creasey, G., Jarvis, P., & Knapcik, E. (2009). A measure to assess student-instructor relationships. International Journal for the Scholarship of Teaching and Learning, 3(2), n2.
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8.
Dietz-Uhler, B., Fisher, A., & Han, A. (2007). Designing online courses to promote student retention. Journal of Educational Technology Systems, 36(1), 105-112.
Draus, P. J., Curran, M. J., & Trempus, M. S. (2014). The influence of instructor-generated video content on student satisfaction with and engagement in asynchronous online classes. Journal of Online Learning and Teaching, 10(2), 240-254.
Drennan, J., Kennedy, J., & Pisarski, A. (2005). Factors affecting student attitudes toward flexible online learning in management education. The Journal of Educational Research, 98(6), 331-338.
Dykman, C. A., & Davis, C. K. (2008). Part one⁁ the shift toward online education. Journal of Information Systems Education, 19(1)
Easton, S. S. (2003). Clarifying the instructor's role in online distance learning. Communication Education, 52(2), 87-105.
Eskey, M. T., & Schulte, M. (2010). What online college students say about online instructors and what do online faculty members say about online instruction: A comparison of attitudes. Journal of Online Education, , 1-20.
Gallien, T., & Oomen-Early, J. (2008). Personalized versus collective instructor feedback in the online course room: Does type of feedback affect student satisfaction, academic performance and perceived connectedness with the instructor? International Journal on E-Learning, 7(3), 463-476.
Gilmore, S., & Warren, S. (2007). Themed article: Emotion online: Experiences of teaching in a virtual learning environment. Human Relations, 60(4), 581-608.
González-Sanmamed, M., Muñoz-Carril, P., & Sangrà, A. (2014). Level of proficiency and professional development needs in peripheral online teaching roles. International Review of Research in Open and Distributed Learning, 15(6), 162-187.
Hannay, M., & Newvine, T. (2006). Perceptions of distance learning: A comparison of online and traditional learning. Journal of Online Learning and Teaching, 2(1), 1-11.
Hodges, C. B., & Forrest Cowan, S. (2012). Preservice teachers’ views of instructor presence in online courses. Journal of Digital Learning in Teacher Education, 28(4), 139-145.
Islam, M. (2011). Effect of demographic factors on e-learning effectiveness in a higher learning institution in Malaysia. International Education Studies, 4(1), 112-121.
Jones, P., Naugle, K., & Kolloff, M. (2008). Teacher presence: Using introductory videos in hybrid and online courses. Learning Solutions. Retrieved March 26, 2018, from www.learningsolutionsmag.com
LaPointe*, D. K., & Gunawardena, C. N. (2004). Developing, testing and refining of a model to understand the relationship between peer interaction and learning outcomes in computer‐mediated conferencing. Distance Education, 25(1), 83-106.
Lehman, R. M., & Conceição, S. C. O. (2010). Creating a sense of presence in online teaching: How to “be there” for distance learners. San Francisco, CA: Jossey-Bass.
Light, P., Nesbitt, E., Light, V., & White, S. (2000). Variety is the spice of life: Student use of CMC in the context of campus-based study. Computers and Education, 34(3-4), 252-267.
Liu, X., Bonk, C. J., Magjuka, R. J., Lee, S., & Su, B. (2005). Exploring four dimensions of online instructor roles: A program level case study. Journal of Asynchronous Learning Networks, 9(4), 29-48.
Mann, S. J. (2005). Alienation in the learning environment: A failure of community? Studies in Higher Education, 30(1), 43-55.
Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52-65.
Martin, F., Wang, C., & Sadaf, A. (2020). Facilitation matters: Instructor perception of helpfulness of facilitation strategies in online courses. Online Learning, 24(1), 28-49.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222.
Muirhead, W. D. (2000). Online education in schools. International Journal of Educational Management, 3 (4), 1-11.
Newman, E. M., Wehlage, G. G., & Lamborn, S. D. (1992). Taking students seriously. Student Engagement and Achievement in American Secondary Schools.New York: Teachers College, Columbia University,
Phillips, J. A. (2015). Replacing traditional live lectures with online learning modules: Effects on learning and student perceptions. Currents in Pharmacy Teaching and Learning, 7(6), 738-744.
Phirangee, K., Epp, C. D., & Hewitt, J. (2016). Exploring the relationships between facilitation methods, students' sense of community, and their online behaviors. Online Learning, 20(2), 134-154.
Porter, L. R. (1997). Creating the virtual classroom: Distance learning with the internet John Wiley & Sons, Inc.
Richardson, J., & Swan, K. (2003). Examing social presence in online courses in relation to students' perceived learning and satisfaction.
Rourke, L., & Anderson, T. (2002). Using peer teams to lead online discussions. Journal of Interactive Media in Education, 1. Retrieved on August 31, 2011 from http://jime.open.ac.uk/article/2002-1/80.
Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? an examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528.
Space, V. (2006). College Quarterly. Writing, 9(4), 1–18.
Stevens, T., & Switzer, C. (2006). Differences between online and traditional students: A study of motivational orientation, self-efficacy, and attitudes. Online Submission, 7(2), 90-100.
Summers, J. J., Waigandt, A., & Whittaker, T. A. (2005). A comparison of student achievement and satisfaction in an online versus a traditional face-to-face statistics class. Innovative Higher Education, 29(3), 233-250.
Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331.
Teo, T. S., & Lim, V. K. (2000). Gender differences in internet usage and task preferences. Behaviour & Information Technology, 19(4), 283-295.
Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246.
Woods, R., & Ebersole, S. (2003). Using non-subject-matter-specific discussion boards to build connectedness in online learning. The American Journal of Distance Education, 17(2), 99-118.
Zheng, L., & Smaldino, S. (2003). Key instructional design elements for distance education. Quarterly Review of Distance Education, 4(2), 153-166
Downloads
Published
2021-05-20
How to Cite
Althaqafi, A., & Salami, F. A. (2021). The Perception of Saudi Students toward Using Facilitation Strategies in Digital Classrooms. Advances in Social Sciences Research Journal, 8(5), 195–212. https://doi.org/10.14738/assrj.85.10189
Issue
Section
Articles
License
Copyright (c) 2021 Dr. Abeer, Faten
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
