PHILOSOPHY ONLINE. VIRTUAL HIGH SCHOOL NORTH AMERICAN STUDENT PERCEPTIONS ON THE LEARNING EXPERIENCE IN AN ONLINE PHILOSOPHY COURSE

ABSTRACT

The object of study of this research is the formative evaluation of an online introductory philosophy course in the context of virtual secondary education in the United States of America based on the perceptions of the students who attended it in 2013. The purpose of this study is to point out ways of transformation of this semester-based course in terms of content and instructional design. The study builds on the lessons that can be drawn from the experience of implementation of the course from the perspective of students.

In terms of methodology, this study falls in line with the action research, particularly taking into account qualitative aspects. The strategies used to collect information from students were an open-ended response questionnaire and documental analysis of assessment-based assignments submitted by students and selected for this purpose.

We conclude that the perceptions of the students are mainly positive about their experience of learning, but attention must be given to the design and the inclusion of certain types of activities, as well as reviewing the available resources in terms of quantity and specificity. Based on these findings, some proposals are presented towards the instructional redesign of the course and content realignment with the expectations and requirements set out by the students.

KEYWORDS: e-Learning, course evaluation, action research, virtual students, instructional design, philosophy teaching.