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Student satisfaction in online courses : = An analysis of the impact of learner-content, learner-instructor, learner-learner and learner-technology interaction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student satisfaction in online courses :/
Reminder of title:	An analysis of the impact of learner-content, learner-instructor, learner-learner and learner-technology interaction.
Author:	Strachota, Elaine M.
Description:	1 online resource (244 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 65-06, Section: A.
Contained By:	Dissertations Abstracts International65-06A.
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100902click for full text (PQDT)
ISBN:	9780496484935

Student satisfaction in online courses : = An analysis of the impact of learner-content, learner-instructor, learner-learner and learner-technology interaction.
Strachota, Elaine M.

Student satisfaction in online courses :An analysis of the impact of learner-content, learner-instructor, learner-learner and learner-technology interaction. - 1 online resource (244 pages)

Source: Dissertations Abstracts International, Volume: 65-06, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2003.

Includes bibliographical references

Background. Limited research exists in the area of online learning relative to student satisfaction. Therefore a valid and reliable survey instrument-the Online Satisfaction Survey-was designed to measure student satisfaction in distance learning. Students within a technical college environment were studied due to the lack of research in the field of distance learning relative to this population. Methods and results. Survey completion data were obtained from 849 students in 101 online courses. The constructs of learner-content, learner-instructor, learner-learner and learner-technology interaction were studied to determine which variables were significant in leading to online satisfaction. Through the use of a multiple regression analysis, learner-content interaction was found to be the primary construct in predicting online satisfaction. Further, learner-instructor and learner-technology contributed to this model as the second and third most important variables. Analysis of variance (ANOVA) showed that students in courses that had either a voluntary or required discussion group were significantly more satisfied than those students who were in courses with no discussion group. Analysis of variance (ANOVA) further showed that students in health occupations and liberal arts and sciences courses were significantly more satisfied with their online courses compared to students from the business and graphic arts courses. A three-way ANOVA for age, race and gender identified that females were significantly more satisfied with learner-instructor interaction than males. Further, students 18-25 years old were significantly more satisfied with learner-technology interaction compared to older student groups. Through qualitative research methods, students identified learner-content interaction as the most important criteria for a satisfying online experience whereas learner-instructor interaction was identified as the second most important criteria and learner-learner interaction was identified as the least important criteria. Conclusion. The results of this study are significant to the field of distance learning theory and practice in being able to contribute to and support the community of inquiry model as well as identify best practice guidelines for online learning. Online program recommendations for institutions of higher learning are identified relative to these four constructs. Findings extend prior research on distance learning and identify specific areas for additional research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780496484935Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

Content-learner interactionIndex Terms--Genre/Form:

542853
Electronic books.

Student satisfaction in online courses : = An analysis of the impact of learner-content, learner-instructor, learner-learner and learner-technology interaction.
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504 $a Includes bibliographical references
520 $a Background. Limited research exists in the area of online learning relative to student satisfaction. Therefore a valid and reliable survey instrument-the Online Satisfaction Survey-was designed to measure student satisfaction in distance learning. Students within a technical college environment were studied due to the lack of research in the field of distance learning relative to this population. Methods and results. Survey completion data were obtained from 849 students in 101 online courses. The constructs of learner-content, learner-instructor, learner-learner and learner-technology interaction were studied to determine which variables were significant in leading to online satisfaction. Through the use of a multiple regression analysis, learner-content interaction was found to be the primary construct in predicting online satisfaction. Further, learner-instructor and learner-technology contributed to this model as the second and third most important variables. Analysis of variance (ANOVA) showed that students in courses that had either a voluntary or required discussion group were significantly more satisfied than those students who were in courses with no discussion group. Analysis of variance (ANOVA) further showed that students in health occupations and liberal arts and sciences courses were significantly more satisfied with their online courses compared to students from the business and graphic arts courses. A three-way ANOVA for age, race and gender identified that females were significantly more satisfied with learner-instructor interaction than males. Further, students 18-25 years old were significantly more satisfied with learner-technology interaction compared to older student groups. Through qualitative research methods, students identified learner-content interaction as the most important criteria for a satisfying online experience whereas learner-instructor interaction was identified as the second most important criteria and learner-learner interaction was identified as the least important criteria. Conclusion. The results of this study are significant to the field of distance learning theory and practice in being able to contribute to and support the community of inquiry model as well as identify best practice guidelines for online learning. Online program recommendations for institutions of higher learning are identified relative to these four constructs. Findings extend prior research on distance learning and identify specific areas for additional research.
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