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A case study of students’ perception toward online teaching methods: Factors

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 Leila Mokhtari1,

Turkish Online Journal of Qualitative Inquiry (TOJQI)

Volume 12, Issue 8, July, 2021:7006 – 7016

Research Article

A case study of students’ perception toward online teaching methods: Factors for
success in online programs

Leila Mokhtari1,
1
Department of Computer Education and Instructional Technology, Eastern Mediterranean
University, Famagusta, Northern Cyprus

ABSTRACT
In order to shed light on the existing problems in the use of teachers teaching methods and
improving classroom teaching methods for online classes, there seems to be a need for further
research at Eastern Mediterranean University (EMU). The present study aims at exploring the online
teaching methods by looking into learners ‘perceptions on teachers’ use of instructional methods in
online classes. It also aims to understand what factors should be taken into consideration to have a
successful online program.
This study is a case study done within the quantitative research paradigm, analyzing data through
the SPSS program. Seventy-nine (79) students were surveyed about the teaching methods, tools, and
technologies in online programs. Participants reported being engaged in learning activities, using a
variety of tools and technologies. However, the results indicated that teachers need to incorporate
strategies to build on student collaboration in the classroom. Using appropriate communication tools,
having interaction and collaboration in the classroom, and giving feedback to students were identified
as being vitally important to a successful online program.

Keywords: Online learning, teaching methods, tools and technologies, collaboration,

interaction

1. INTRODUCTION
Over the last decades, online education has moved into higher education, and it has been growing
on students. Recently, due to the outbreak of the COVID-19, most of the educational institutions
inevitably have moved toward online/Hybrid mode. The pandemic adversely has affected the
education of 1.7 billion students all around the world (Nicola et al., 2020). According to the results
of research conducted by the International Association of Universities Global, 67% of the schools
and institutions have offered online education (Marinoni et al., 2020). Considering the current
situation, the question is, how do institutions ensure they are offering quality programs, and what
needs to be done to have successful online programs?
This study was designed to investigate the perceptions of students related to their online
experiences at EMU as Sahin and Shelly (2008) stated that learners’ perceptions should be taken into
consideration in designing, developing, and delivering online courses. It also aims to understand
what factors should be taken into consideration to have a successful online program.

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A case study of students’ perception toward online teaching methods: Factors for success in online
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2. LITERATURE REVIEW
There are many factors are involved in a successful online program, among which teaching
methods would stand out (Whipp & Lorentz, 2009). Teachers play an important role in the teaching
process and should select the best instructional strategies to increase the students' learning, thinking,
and activeness (Mayes et al., 2011). This is supported by the research of Fedynich et al. (2015) who
said that the teacher role is vitally important to students’ satisfaction which leads to having a
successful online program. According to John Hattie’s famous book “Visible learning: A synthesis
of over 800 meta-analyses relating to achievement” (2009), instructors’ teaching strategies and
methods significantly affect students’ performance. Online educators utilized different teaching
strategies to achieve their teaching goals. In the research of Sharoff (2019), one online educator
designed an online course in which group work was the main teaching strategy. The instructor
utilized a variety of learning tools including PowerPoints, social media platforms such as YouTube
and Ted Talk, voice thread, and screen capture. The result of this study showed that using group
work and different learning tools in online programs promotes reflection, active participation, and
that thoughtfully engages collaborative learning. In another recent study, Kang and Zhang (2020)
investigated college students learning engagement and motivation through forum-based online
teaching. The results of this study indicated that the forum-based online teaching improved students’
learning engagement and motivation as well as reduced procrastination and plagiarism. Kang and
Zhang stated that Forum-based online teaching help students to improve their presentation through
communications and practice in online teaching forums. They also noted that the forum transforms
teacher-centered to student-centered teaching in higher education. Many scholars endorse the idea of
creating a student-centered environment to provide students with opportunities to take a more active
role in their learning (Means, 1994). Student-centered teaching methods allow students to learn
collaboratively, having more interaction in the classroom (Hannafin, Hill, & Land, 1997).
According to Sun and Chen (2016), interaction is the key to having a successful online program.
Sun and Chen argued that effective online teaching is dependent upon “well-designed course content,
high level of interaction between the instructor and learners, supportive instructors, and creation of
a sense of online learning community”. Ferguson and DeFelice (2010) suggested that “Live chat
rooms, threaded discussions, and the use of blogs, combined with prompt responses to all email
inquiries, are strategies that would provide opportunities for increased interaction” (p. 5). Burns
(2013) extends that list by including podcasts, skype, Jing, and Wiki. Fedynich et al. (2015) also
suggested that “providing examples of the class material, demonstrating a sense of humor and simply
personalizing the environment” can improve the level of interaction in an online class.
Another major factor influencing the effectiveness of online courses is tools and technologies
(Howshigan & Nadesan, 2021). More recently, Ayadat et al. (2021) examined the effects of tools,
and technology used in an online civil engineering program. The result of this study indicated that
utilizing green and high-level tools and technologies including appropriate communication platforms
(Zoom, WhatsApp, etc.), high-speed internet, and digital software can positively affect the quality of
online programs. They stated that choosing appropriate online tools, improving communications
between students and teachers, and educating both students and educators about digital issues
increase students’ engagement in learning. This is also supported by the study of Howshigan &
Nadesan (2021) who noted that providing students with appropriate electronic technologies and
increasing internet speed are few ideal ways to ensure online teaching and learning effectiveness. In
another recent study, Howshigan & Nadesan (2021) strongly emphasized that educational institutions
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 Leila Mokhtari1,

need to equip and upgrade their infrastructure for online learning since otherwise, students will face
several problems. Howshigan & Nadesan found that the majority of participants in their research
prefer face-to-face learning to online learning due to the lack of appropriate technologies and devices.

3. RESEARCH METHOD
The case study approach is used as Yin (2014) suggested, case study is an effective method when
our questions include “how” or “why” and also when researchers don’t have control over current
phenomena. As a quantitative research methodology, this case study aims to investigate learners’
perceptions regarding the effectiveness of online teaching methods applied in online courses and
instructional tools and technologies in online programs.
3.1 Research Participants
Seventy-nine (79) students participated in this research; 48 students from the Department of
Banking and Finance (B&F) and 31 students from the Faculty of Tourism Hospitality and
Management (TH&M). Students with no personal experience in online courses also were included
in the study. The aim of the study is not only to have a statistical description of the students' opinions,
but also to compare the two departments in answering the questions.
3.2 Data Collection
This study involved an analysis of surveys of students regarding their perspectives on online
programs. The researcher carried out the questionnaire with students from two departments. The data
collection period has lasted one semester from fall till spring, approximately four months. The SPSS
program is used to analyze the quantitative data with the guidance of an expert.

3. RESULTS
The survey includes 20 questions related to two major topic areas. These include: 1- the
effectiveness of online teaching methods applied in the online courses, and 2- the instructional tools
and technologies. Answers are provided through a 5-point Liker scale in a way that 1 represents
"Strongly Disagree", 2 represents "Disagree", 3 represents "Neutral", 4 represents "Agree", and 5
represents "Strongly Agree".
Tables 1 and 2 show data on the first topic area in the questionnaire, which dealt with the
effectiveness of online teaching methods:
A very large majority of TH&M students (77.5%) and 52.1% of B&F students agreed or strongly
agreed that instructors can use similar methods in online classes and traditional classes. More than
half of the respondents from the Department of B&F reported that online teachers use new
instructional methods that engage students in learning activities (item 2 and item 3). Similarly,
approximately three-quarters of students in the Faculty of TH&M agreed or strongly agreed with
items 2 and 3. However, about three-fifths (58.4 %) of B&F students and 40% of TH&M students
disagree, strongly disagreed, or were neutral on the statement that existing teaching methods engage
students in discussions, and collaborative work (item 4). This is despite the fact that more than 60%
of all participants in both departments believe that teaching methods should provide adequate
collaboration and interaction between students (item 5).
More than 80% of TH&M students agreed that different learning styles of students have been
supported by using a variety of instructional strategies, which leads to a successful online program
as Zapalska & Brozik (2006), stated that the achievement of online learning can be improved by
providing instruction in a manner consistent with each student's learning style (item 6). Overall,
students in both departments believed that a variety of instructional methods such as presenting case

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 A case study of students’ perception toward online teaching methods: Factors for success in online
programs

studies and articles on web pages, online lecturing, using discussion forms, and creating small group
works can be utilized in online classes. A significant proportion of students in both B&F and TH&M
departments think that participating in discussion forums is an effective learning strategy in an online
program, at 72.9% and 77.5% respectively. Similarly, 80.7% of TH&M students and 64.6% of B&F
students agreed that small group works in online courses develops learners’ team working skills.
Tables 1 and 2 show the data on another statement that is related to feedback in online classes
(item 11). A significant proportion of students in both departments (64.6% of B&F students and
77.4% of TH&M students) agreed that having continuous and immediate feedback in an online
program helps students to improve their understanding, learning from their mistakes, and successes.
This is supported by Al-Hattami (2019), who highlighted the importance of feedback on students’
learning.

Table1. Banking and Finance students’ perception about the effectiveness of online teaching methods
Statement of the Item: SA A N D SD
1. Instructional methods that instructors use 1(2.1%) 24(50%) 6(12.5%) 12(25%) 5(10.4%)
in their online courses are the same in a
virtual environment and traditional classes
2. Instructors use new instructional methods 4(8.3%) 27(56.31%) 4(8.3%) 11(22.9%) 2(4.2%)
in online courses
3. Online teaching methods engage students 6(12.5%) 22(45.8%) 6(12.5%) 10(20.8%) 4(8.3%)
in learning activities.
4. Online courses engage students in 6(12.5%) 14(29.2%) 7(14.6%) 15(31.3%) 6(12.5%)
discussions and collaborative work.
5. Online teaching methods should provide 64(8.3%) 25(52.1%) 3(6.3%) 13(27.1) 3(6.3%)
adequate collaboration and interaction
between students.
6. Different learning styles of students have 12(25%) 17(35.4%) 12(25%) 4(8.3%) 3(6.3%)
been supported by using a variety of
instructional strategies.
7. Presenting case studies and articles on 13(27.1% 21(43.8%) 5(10.4%) 6(12.5%) 3(6.3%)
web pages is an effective method in )
online classes
8. Online lectures are an effective 17(35.4% 12(25%) 5(10.4%) 9(18.8%) 5(10.4%)
instructional method in online courses. )
9. Participating in discussion forums in 12(25%) 23(47.9%) 8(16.7%) 2(4.2%) 3(6.3%)
online classes is an effective method.
10. Creating small group works in online 19(39.6% 12(25%) 7(14.6%) 4(8.3%) 6(12.5%)
courses develop learners’ team working )
skills
11. In online courses, continuous, 14(29.2% 17(35.4%) 8(16.7%) 7(14.6%) 2(4.2%)
immediate, and brief feedback is required to )
improve students’ understanding, learning
from their mistakes, and success.

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 Leila Mokhtari1,

Table2. Tourism students’ perception about the effectiveness of online teaching methods
Statement of the Item: SA A N D SD
1. Instructional methods that instructors 6(19.4%) 18(58.1%) 5(16.1%) 1(3.2%) 1(3.2%)
use in their online courses are the same in
a virtual environment and traditional
classes
2. Instructors use new instructional 7(22.6%) 16(51.6%) 2(6.5%) 5(16.1%) 1(3.2%)
methods in online courses
3. Online teaching methods engage 3(9.7%) 19(61.3%) 2(6.5%) 7(22.6%) -
students in learning activities.
4. Online courses engage students in 8(25.8%) 11(35.5%) 3(9.7%) 8(25.8%) 1(3.2%)
discussions and collaborative work.
5. Online teaching methods should 8(25.5%) 12(38.7%) 6(19.4%) 5(16.1%) -
provide adequate collaboration and
interaction between students.
6. Different learning styles of students 11(35.5%) 14(45.4%) 6(19.4%) - -
should be supported by using a variety of
instructional strategies.
7. Presenting case studies and articles on 7(22.6%) 14(45.2%) 6(19.4%) 1(3.2%) 3(9.7%)
web pages is an effective method in
online classes
8. Online lectures are an effective 14(45.2%) 8(25.8%) 3(9.7%) 4(12.9%) 2(6.5%)
instructional method in online courses.
9. Participating in discussion forums in 10(32.3%) 14(45.2%) 3(9.7%) 3(9.7%) 1(3.2%)
online classes is an effective method.
10. Creating small group works in online 15(48.4%) 10(32.3%) 3(9.7%) 1(3.2%) 2(6.5%)
courses develop learners’ team working
skills
11. In online courses, continuous, 11(35.5%) 13(41.9%) 5(16.1%) 1(3.2%) 1(3.2%)
immediate, and brief feedback is required
to improve students’ understanding,
learning from their mistakes, and
success.

Tables 3 and 4 shows the data on the second topic area, related to the instructional tools and
technologies in online courses:
The results show that the participants are using a variety of online tools and technologies such as
online databases, online libraries, Moodle, email, Facebook, and YouTube. The university’s Moodle
site was found to be an organized interface for online courses in both B&F and TH&M departments,
at 68.8% and 77.4% respectively. A significant proportion of all participants agreed or strongly
agreed with item 16 and item 17, showing the importance of appropriate technology and tools in
online classes. More than three-fifths of students believe that lack of tools and technologies can be
troublesome, inhibiting the success of online programs.

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 A case study of students’ perception toward online teaching methods: Factors for success in online
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Table3. Banking and Finance students’ perception about instructional tools and technologies
Statement of the Item: SA A N D SD
12. Students have access to a variety of 15(31.3%) 18(37.5%) 8(16.7%) 3(6.3%) 4(8.3%)
resources such as online databases, and
libraries.
13. Students use current technologies 16(33.3%) 16(33.3%) 6(12.5%) 6(12.5%) 4(8.3%)
such as Facebook and YouTube in their
online courses
14. Moodle provides an Organized 18(37.5%) 15(31.3%) 9(18.8%) 3(6.3%) 3(6.3%)
Interface for Online Courses
15. When an email is used between 21(43.8%) 11(22.9%) 7(14.6%) 4(8.3%) 5(10.4%)
instructors and students interchangeably,
it can aid the instructional process.
16. Appropriateness of technology tools 15(31.3%) 16(33.3%) 10(20.8%) 6(12.5%) 1(2.1%)
in order to deliver course materials is
significant
17. Using appropriate tools and 15(31.3%) 18(37.5%) 8(16.7%) 6(12.5%) 1(2.1%)
technologies can enhance the quality of
interaction in online classes.
18. Online classes can be implemented in 9(18.8%) 22(45.8%) 11(22.9%) 4(8.3%) 2(4.2%)
both forms of synchronous and
asynchronous communication.
19. Synchronous learning methods 12(25%) 20(41.7%) 8(16.7%) 3(6.3%) 5(10.4%)
involve different new communication
tools.
20. Lack of technologies may be 10(20.8%) 23(47.9%) 8(16.7%) 5(10.4%) 2(4.2%)
troublesome and students need to
improve their technical skills before
starting an online course.

Table4. Tourism students’ perception about instructional tools and technologies

Statement of the Item: SA A N D SD
12. Students have access to a variety of 13(41.9%) 7(22.6%) 6(19.4%) 4(12.9%) 1(3.2%)
resources such as online databases, and
libraries.
13. Students use current technologies 14(45.2%) 9(29%) 5(16.1%) 2(6.5%) 1(3.2%)
such as Facebook and YouTube in their
online courses
14. Moodle provides an Organized 13(41.9%) 11(35.5%) 5(16.1%) 1(3.2%) 1(3.2%)
Interface for Online Courses
15. When an email is used between 21(43.8%) 11(22.9%) 7(14.6%) 4(8.3%) 5(10.4%)
instructors and students interchangeably,
it can aid the instructional process.

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16. Appropriateness of technology tools 13(41.9%) 14(45.2%) 4(12.9%) - -

in order to deliver course materials is
significant.
17. Using appropriate tools and 10(32.3%) 14(45.2%) 7(22.6%) - -
technologies can enhance the quality of
interaction in online classes.
18. Online classes can be implemented in 10(32.3%) 16(51.6%) 3(9.7%) 2(6.5%) -
both forms of synchronous and
asynchronous communication.
19. Synchronous learning methods 12(25%) 20(41.7%) 8(16.7%) 3(6.3%) 5(10.4%)
involve different new communication
tools.
20. Lack of technologies may be 10(20.8%) 23(47.9%) 8(16.7%) 5(10.4%) 2(4.2%)
troublesome and students need to
improve their technical skills before
starting an online course.

5. COMPARING MEAN AND STANDARD DEVIATION

In this section, the researcher had carried out a comparison by considering the mean and standard
deviation values of answer sets. Table 5 shows, in general, all the means in all items are above 3.0
(except item4 for Department of B&F) showing the average agreement of students to all statements.
In 19 out of 20 items, the means of TH&M students' answers are higher than B&F students, showing
TH&M students have more agreement with the statements; the only statement which is less agreed
among TH&M students is item 7, (i.e. presenting case studies and articles on web pages is an
effective method in online classes) with the difference 0.05 which is negligible. Items 1 and 4 and 6
are more agreed among TH&M students, with a difference higher than 0.5 scores. Item14 has the
highest average agreement (3.88) among B&F students (i.e., Moodle provides an organized interface
for online courses), and item16 has the highest average agreement (4.29) among TH&M students
(i.e., appropriateness of technology tools in order to deliver course materials is significant). In
general, B&F students' answers have more standard deviations than TH&M students’ answers,
showing more convergence for TH&M students. Item 9 (i.e., participating in discussion forums in
online classes help students to explore their understanding from knowledge) among B&F students
and item16 (students think that “appropriateness of technology tools” in order to deliver course
materials is significant) among TH&M students have the lowest standard deviations, at 1.065 and
0.693 respectively. Item16 has the highest average agreement (3.99) among all students with a
standard derivation of 0.980, showing all participants strongly believe that the appropriateness of
technology tools in an online program is very significant.

Table 5: Mean and Standard Deviation

B&F TH&M Average
Mea Std. Mea Std. Mea Std. D
n D n D n
1. Instructional methods that instructors use
in their online courses are the same in a 3.08 1.12 3.87 .885 3.39 1.103
virtual environment and traditional classes 7

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2. Instructors use new instructional methods 3.42 1.06 3.74 1.09 3.54 1.084
in online courses 9 4
3. Online teaching methods engage students 3.33 1.19 3.58 .958 3.43 1.106
in learning activities. 1
4. Online courses engage students in 2.98 1.28 3.55 1.23 3.20 1.285
discussions and collaborative work. 0 4
5. Online teaching methods should provide
adequate collaboration and interaction 3.29 1.14 3.74 1.03 3.47 1.119
between students. 8 2
6. Different learning styles of students 3.65 1.13 4.16 .735 3.85 1.026
should be supported by using a variety of 9
instructional strategies.
7. Presenting case studies and articles on 3.73 1.18 3.68 1.16 3.71 1.167
web pages is an effective method in online 0 6
classes
8. Online lectures are an effective 3.56 1.41 3.90 1.30 3.70 1.371
instructional method in online courses. 3 0
9. Participating in discussion forums in 3.81 1.06 3.94 1.06 3.86 1.059
online classes is an effective method. 5 3
10. Creating small group works in online 3.71 1.39 4.13 1.14 3.87 1.314
courses develop learners’ team working 8 7
skills
11. In online courses, continuous, 3.71 1.16 4.03 .983 3.84 1.103
immediate, and brief feedback is required to 6
improve students’ understanding, learning
from their mistakes, and success.
12. Students have access to a variety of 3.77 1.20 3.87 1.20 3.81 1.199
resources such as online databases, and 7 4
libraries.
13. Students use current technologies such 3.71 1.28 4.06 1.09 3.85 1.220
as Facebook and YouTube in their online 8 3
courses
14. Moodle provides an Organized Interface 3.88 1.17 4.10 1.01 3.96 1.115
for Online Courses 8 2
15. When an email is used between 3.81 1.36 3.90 .978 3.85 1.220
instructors and students interchangeably, it 3
can aid the instructional process.
16. Appropriateness of technology tools in 3.79 1.09 4.29 .693 3.99 .980
order to deliver course materials is 1
significant
17. Using appropriate tools and technologies 3.83 1.07 4.10 .746 3.94 .965
can enhance the quality of interaction in 8
online classes.

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 Leila Mokhtari1,

18. Online classes can be implemented in 3.67 1.01 4.10 .831 3.84 .966
both forms of synchronous and 8
asynchronous communication.
19. Synchronous learning methods involve 3.65 1.22 3.90 .978 3.75 1.138
different new communication tools. 9
20. Lack of technologies may be 3.71 1.05 4.00 1.06 3.82 1.059
troublesome and students need to improve 1 5
their technical skills before starting an online
course.

6. DISCUSSION
The purpose of this study was to explore the students’ perception regarding online teaching
methods, tools, and technologies used in online courses. The results of the study indicated that
instructors use new teaching strategies in online courses, engaging students in learning activities.
However, they need to incorporate strategies to build on student collaboration in the classroom. The
majority of students agreed that discussion forums can provide adequate collaboration and interaction
between students. This is supported by the research of Alzahrani (2017) who said that using online
discussion forums increase collaboration in the classrooms. Alzahrani noted that social interaction
and the collaborative nature in online discussion forums environments leads to a significant increase
in the students’ achievements. Group work was another teaching method that was found to be
effective from the students’ point of view. This is supported by the research of Sharoff (2019) who
said that group work promotes active participation, and that thoughtfully engages collaborative
learning. One necessary component in an online program is feedback, which has been found to
contribute to student satisfaction, motivation, and perceived learning (Thoms,2011). Most of the
participants in this study agreed that continuous, immediate, and brief feedback is required to
improve students’ understanding. This further emphasizes that teachers should use interactive
teaching methods, with the goal of generating feedback (Choy et al., 2017).

Regarding the technology tools for online programs, statistical results show that most of the
students from both departments believe that the appropriateness of technology tools in online classes
is very significant. This is supported by Howshigan & Nadesan (2021) who suggested that
educational institutions need to equip and upgrade their technology infrastructure for online learning.
Moodle was found to be an effective communication tool at EMU. In addition to the university
Moodle site, a variety of videoconferencing applications such as Google Classroom, WhatsApp,
Skype, emails, MS Teams, and Zoom can be used (Howshigan & Nadesan, 2021). The application
of sophisticated communication tools plays a crucial role in implementing effective teaching methods
for online classes as in medium richness theory (Daft & Lengel, 1986) which is about the
effectiveness of the rich communication medium, an effective medium supports a variety of didactic
strategies.

7. Conclusion
There are loads of factors that should be taken into consideration in order to have a successful
online program among which, interaction and collaboration in the classrooms, feedback, and
appropriate tools and technologies are very significant. Without using appropriate communication
tools and technologies, implementing effective teaching methods and techniques is not possible in

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 A case study of students’ perception toward online teaching methods: Factors for success in online
programs

online environments. Understanding these factors can offer suggestions for instructors to improve
online learning experiences. The following suggestions are offered:
 Incorporate strategies to increase collaboration and interaction in the classrooms
 Use discussion forums and group work to provide adequate collaboration and interaction
between students
 Incorporate multimedia and the latest videoconferencing applications to increase
collaboration.
 Provide students with continuous and immediate feedback in online programs
 Equip and upgrade the existing infrastructure for online learning

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