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A Quantitative Examination of Predic...

Rager, Michael Wayne.

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A Quantitative Examination of Predictability of Online Nursing Student Satisfaction by Learning Styles.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Quantitative Examination of Predictability of Online Nursing Student Satisfaction by Learning Styles./
Author:	Rager, Michael Wayne.
Description:	184 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107630
ISBN:	9781339710303

A Quantitative Examination of Predictability of Online Nursing Student Satisfaction by Learning Styles.
Rager, Michael Wayne.

A Quantitative Examination of Predictability of Online Nursing Student Satisfaction by Learning Styles. - 184 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2016.

The availability of online Registered Nurse (RN) to Bachelors of Science in Nursing (BSN) programs have continued to increase in order to prepare registered nurses better for the ongoing needs of the dynamic healthcare environment. The online programs result in a physical separation between the learner and the instructor, arising from the structure of online courses. The purpose of this quantitative, nonexperimental, comparative study was to determine the extent that satisfaction with various levels of course interactions, and overall student course satisfaction differed based upon learning styles of students. Additionally, to determine whether students' learning styles and satisfaction with various levels of course interactions predicted general satisfaction. The sample included 73 students in an online RN to BSN program from two regionally accredited universities in the United States. Data were collected via an electronic survey, including the Grasha-Riechmann Student Learning Style Scales (GRSLSS) and the Strachota Student Satisfaction Scale (SSSS). One-way analysis of variance (ANOVAs) revealed a significant difference between the satisfaction with learner-content interaction and learning style (p <.05); satisfaction with learner-technology interaction and learning style (p <.05); and between general satisfaction and different learning styles (p <.05) among the RN to BSN students. Avoidant learning style, learner-content interaction satisfaction, learner-instructor interaction satisfaction, and leaner-technology interaction satisfaction were significant predictors of general satisfaction ( p<.05). The avoidant learning style and three types of interaction satisfaction explained 74% of the total variance of general satisfaction among the RN to BSN students. Recommendations for future research were (a) a replication of the quantitative nonexperimental comparative study with an expanded sample; (b) a quantitative regression study of demographic characteristics, such as age, gender, course structure, class size as additional factors of general satisfaction; (c) a mixed-methods study to gain additional insight as to possible contributors to general satisfaction; and (d) similar research for online graduate nursing programs.

ISBN: 9781339710303Subjects--Topical Terms:

543202
Adult education.

A Quantitative Examination of Predictability of Online Nursing Student Satisfaction by Learning Styles.
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245 1 2 $a A Quantitative Examination of Predictability of Online Nursing Student Satisfaction by Learning Styles.
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500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Robin Throne.
502 $a Thesis (Ph.D.)--Northcentral University, 2016.
520 $a The availability of online Registered Nurse (RN) to Bachelors of Science in Nursing (BSN) programs have continued to increase in order to prepare registered nurses better for the ongoing needs of the dynamic healthcare environment. The online programs result in a physical separation between the learner and the instructor, arising from the structure of online courses. The purpose of this quantitative, nonexperimental, comparative study was to determine the extent that satisfaction with various levels of course interactions, and overall student course satisfaction differed based upon learning styles of students. Additionally, to determine whether students' learning styles and satisfaction with various levels of course interactions predicted general satisfaction. The sample included 73 students in an online RN to BSN program from two regionally accredited universities in the United States. Data were collected via an electronic survey, including the Grasha-Riechmann Student Learning Style Scales (GRSLSS) and the Strachota Student Satisfaction Scale (SSSS). One-way analysis of variance (ANOVAs) revealed a significant difference between the satisfaction with learner-content interaction and learning style (p <.05); satisfaction with learner-technology interaction and learning style (p <.05); and between general satisfaction and different learning styles (p <.05) among the RN to BSN students. Avoidant learning style, learner-content interaction satisfaction, learner-instructor interaction satisfaction, and leaner-technology interaction satisfaction were significant predictors of general satisfaction ( p<.05). The avoidant learning style and three types of interaction satisfaction explained 74% of the total variance of general satisfaction among the RN to BSN students. Recommendations for future research were (a) a replication of the quantitative nonexperimental comparative study with an expanded sample; (b) a quantitative regression study of demographic characteristics, such as age, gender, course structure, class size as additional factors of general satisfaction; (c) a mixed-methods study to gain additional insight as to possible contributors to general satisfaction; and (d) similar research for online graduate nursing programs.
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