Differentiation of student perceptions for online courses, over time

Abstract

This paper presents the main findings of a study exploring graduate student perceptions of online education, with a specific focus on their change over time, throughout an asynchronous web-based course. The study was conducted in the UK, and data collection methods included content analysis of online messages and interviews. Data analysis was based on systematically contrasting participant early- (at the beginning of the course) and late- (by the end of the course) course perceptions. Several inconsistencies were identified between early- and late- course perceptions, which were categorized according to three emerging themes: managerial, social and cognitive. The findings indicate negative perception change with respect to the managerial and social aspects, whereas positive change was evident in terms of the cognitive aspect. The implications drawn from the study are expected to inform and support the design and implementation of web-based courses.