Management Students' Perceptions of Online Teaching Quality

This study consolidates survey data from focus groups of undergraduate business students at California State University, San Bernardino, and its Palm Desert Campus to identify student-based perceptions of quality online instruction. Exploration includes three main concepts: 1) the factors affecting students' perceptions of quality online education, 2) the relative importance of these factors under different conditions, and 3) a summary of students' recommendations. The main concepts subdivide to probe seven distinctive perceptions of; 1) basic online modality (e.g., online gradebook), 2) teaching presence (e.g., customized feedback), 3) instructional design (clarity of structure and communication), 4) cognitive presence (e.g., intellectual stimulation), 5) social or studentto-student presence, 6) online social comfort (comfort interacting online), and 7) interactive online modality (e.g., videoconferencing and small groups). The summary reveals distinctive perceptions: 1, 2, and 3 rank high for students' while, recommendations disclose that students' feel instructor training and motivation are critical for high-quality online learning.