An Analysis of the Virtual Classroom: Does Size Matter? Do Residencies Make a Difference? Should You Hire That Instructional Designer?

摘要

Using 2003-2004 data from the Syracuse University School of Information Studies distance education program, we use regression analysis to examine the impact of enrollment, faculty teaching experience, online faculty pedagogical training, and help from an instructional designer on student course evaluations. This paper shows that higher enrollments result in lower teaching evaluations in traditional classroom-based courses, while online courses maximize overall student satisfaction at a class size of 23-25 students.