Theses and Dissertations

Date of Award

2005

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Dana Mills

Committee Member

Michael Simonson

Committee Member

Maryellen Maher

Keywords

Class Size/Online Courses/Interaction/Higher Education/Distance Education

Abstract

Distance education with modern communications technologies is a growing field worldwide. Higher education institutions are using online programs as a means to increase student access to learning. Costs of implementing quality distance programs are often high and depend on enrollments. Hence, determining class sizes for online courses is a critical concern. However, there is a lack of adequate research about class sizes for online courses.

In this study, the significance and implications for practice of the class-size problem were related to policy making for distance education programs. The purpose was to determine instructors’ perceptions of optimal class sizes for online courses with different interactive qualities. Research questions examined were (a) What are instructors’ perceptions of optimal class sizes for online courses with different levels of interactive qualities? (b) What are typical class sizes of online courses? and (c) What are typical levels of interactive qualities in online courses?

A Web-based survey method was employed. Online courses studied were those taught by a single instructor in undergraduate or graduate programs from some American higher education institution. Participants were online instructors who were asked to examine interactive qualities in their online courses and to indicate optimal class sizes according to such qualities. Data from 131 participants were analyzed. On average, participants described their online courses as highly interactive. For the studied online courses (a) the average actual class size was 22.8, (b) the average perceived optimal class size to better achieve interactive qualities was 18.9, and (c) the average perceived optimal class size to achieve the highest levels of interactive qualities was 15.9. No relationship was found between online courses’ actual class sizes and interactive qualities.

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