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Many online learners have frustrations and concerns regarding the online experience. These concerns include institutional complaints, course-room and professor complaints, personal concerns about academic ability and time management skills, and more. This article examines the online learning experience from the student's perspective. Seven open-ended discussion questions were asked of 302 students in 16 graduate business courses, over a 3-year period. Two hundred twenty-nine students responded, identifying their observations and perceptions of their personal online learning experience. This article explores the difficulties and opportunities presented by online education, but is focused on understanding the student's perception of these issues, and their experience in the online classroom. About 75 student quotes are offered to document and flavor this examination. After grounded theory analysis, this article concludes by offering modest advice and suggestions to institutions, instructors, and students on how to improve the online learning experience for all.
INTRODUCTION
Students, perhaps more so than any other stakeholder in American educational systems, are aware that the traditional university model of set class times in brick-and-mortar classroom spaces no longer works for many. Some students, especially those who are older or working full-time and/or with family obligations, seek nontraditional programs that are more flexible and thus better suited to their overall life and lifestyle needs. Most of these students appreciate the opportunity and flexibility offered by online education, and believe that computer mediated learning and communication is as viable for the classroom and education as it is for the workplace (Bell & Kozlowski 2002). Online education has become the norm for hundreds of thousands of students, and is no longer just a fringe option. After analyzing more than 6,000 student discussion responses focused on seven openended questions, the article concludes by offering modest advice to institutions, professors, and students on how to improve the online learning and teaching experience for all, based on the student perspectives shared in this article.
RESEARCH METHODS AND LIMITATIONS
Three hundred and two students registered in 16 graduate business courses were invited to offer their perceptions and experiences with online learning. Almost all of these students had prior experience with traditional face-toface classroom learning. This sharing of learning experience was a voluntary contribution by the students, and was not graded or otherwise evaluated for...
