Examining the Elements of Online Learning Quality in a Fully Online Doctoral Program.

The purpose of this descriptive quantitative study was to examine the quality elements of online learning in a regional doctoral program. Utilizing the six quality dimensions of Hathaway’s (2009) theory of online learning quality as a framework, the study investigated instructor-learner, learner-learner, learner-content, leaner-interface, learner-instructional strategies, and social presence in order to explore the frequency and importance of these elements. A likert-style survey administered through Qualtrics was used to report self-perceptions of the doctoral students and faculty members. Descriptive statistics for the survey and subscales indicated alignment with the review of literature. Course design, instructor’s facilitation, and student interaction were factors impacting learning outcomes (Eom, Wen, & Ashill, 2006). Faculty participation was also found to dramatically improve the performance and satisfaction of students (Arbaugh & Rau, 2007; Hrastinski, 2009). Resultantly, five conclusions emerged from the study. First doctoral students and faculty valued the frequency of corporate interaction, clear prompt feedback, and multiple opportunities to learn and demonstrate learning. Secondly, instructor to learner interaction has to be an intentional practice. Third, the inclusion of learning technologies is necessary for building relationships, making connections and giving credibility to the learning environment. The fourth conclusion revealed that students were more concerned with the quality of assignments than faculty; and finally, faculty responses to students’ discussions is an area for improvement in the online program. Introduction to the Study State University (Pseudo name) is a regional university located in Northeast Texas with an enrollment in excess of 12,000, of which 40 percent are graduate students. For years, State University enjoyed statewide acclaim for quality educational administration programs (Pseudo name, personal communication, August 2012). During the period of fall 2007 to August 2011, 194 doctoral degrees were conferred. As a regional university, many of these students were the first generation in their families to pursue higher education. In an effort to continue the commitment to quality education, State University explored avenues to meet the challenges of a changing world. At the core of this change was the offering of programs with the flexibility to attract working practitioners. Consequently, the doctoral program in the department of educational leadership of the State University was migrated to an online format and State University partnered with a national marketing firm to recruit students (Pseudo name, personal communication, June 11, 2013). Subsequently, beginning with the fall 2012 cohort, enrollment numbers spiked by 200 percent (Pseudo name, personal communication, October 29, 2015). While a significant increase in enrollment was realized, program faculty at State University desired to engage in assessment practices to evaluate content design and teaching effectiveness. Statement of the Problem While quality teacher characteristics have become a known standard, quality online educational programs have been challenged since their inception (Gardiner, Corbitt, & Adams, 2010; Allen & Seaman, 2010; Maloney & Oakley, 2010). Many published research studies have examined factors that affect the effectiveness of online learning in higher education. For example, Eom, Wen, and Ashill (2006) found that course design, instructor's facilitation, and student interaction were factors impacting the learning outcome. Student participation was also found to dramatically improve the performance and satisfaction of students (& Rau, 2007; Hrastinski, 2009). The researchers used Hathaway's (2009) theory of online learning quality, which includes six quality dimensions (instructor-learner, learnerlearner, learner-content, leaner-interface, learner-instructional strategies, and social presence) as a framework for this research study. Purpose of the Study The purpose of this quantitative study was threefold. First, the researchers examined the elements of online learning quality and, secondly, we reported the frequency with which these quality elements are present within the online doctoral program. Thirdly, we explored the ability of students and faculty to structure their time, and to access and manage the technology in order to successfully engage in the online learning environment. The quality of the online learning environment and experiences was determined by quality elements such as: (a) Instructor-Learner, (b) Learner-Learner, (c) Instructor-Learner Instructional Strategies, (d) Learner-Content, and Learner-Support.