Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses

2001 ◽  
Vol 22 (2) ◽  
pp. 306-331 ◽  
Author(s):  
Karen Swan
Keyword(s):  
Student Satisfaction ◽  
Interaction Design ◽  
Online Courses ◽  
Perceived Learning ◽  
Factors Affecting ◽  
Virtual Interaction ◽  
Asynchronous Online Courses ◽  
Design Factors

Understanding How Learners Use Massive Open Online Courses and Why They Drop Out

2016 ◽  
Vol 55 (5) ◽  
pp. 724-752 ◽  
Author(s):  
Ghada Refaat El Said
Keyword(s):  
Online Courses ◽  
Drop Out ◽  
Learning Activity ◽  
Massive Open Online ◽  
Factors Affecting ◽  
Massive Open Online Course ◽  
Semistructured Interviews ◽  
Independent Design ◽  
Design Factors ◽  
Self Learning

This article presents a qualitative study on Massive Open Online Course (MOOC) dropout in a developing world. Thematic analyses of semistructured interviews were conducted with 52 learners, eight weeks after their actual registration for a course of their choice as part of a self-learning activity. The results uncover novel design factors affecting MOOC retention. Among these factors are Learner Control, in which users can design their own long-term learning track from various course modules; Integrative Design, comprising learners’ own accounts on social media; and Independent Design, in which a course’s modules can be taught separately and learners need not complete an overall course but rather can select modules from various courses. Mobility and Language are identified as important decisive factors for users to drop out from or complete a MOOC Course. This research also highlights the importance of Diversity and Novelty for this type of application. The research reveals the Multitasking Behavior of users, leading to the need for Easy-to-Scan content. The findings provide a basis for improving the understanding toward reasons for MOOC drops and suggest a number of practical design recommendations for designers and providers. Furthermore, the completion rate observed in this study was slightly higher than was typically found in previous studies. This result might suggest that using a MOOC as a learning opportunity within the context of a university-accredited program would increase the likelihood of completion.

scholarly journals Interaction in an Asynchronous Online Course: a Synthesis of Quantitative Predictors

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Daniel Zingaro ◽  
Murat Oztok
Keyword(s):  
Online Courses ◽  
Online Course ◽  
Contradictory Result ◽  
Relative Importance ◽  
Future Directions ◽  
Factors Affecting ◽  
Educational Implications ◽  
Prior Literature ◽  
Asynchronous Online Courses ◽  
The Impact

The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful collaboration. And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted) but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications.

scholarly journals Length of online course and student satisfaction, perceived learning, and academic performance

2010 ◽  
Vol 11 (2) ◽  
pp. 73 ◽  
Author(s):  
Janet M. Ferguson ◽  
Amy E. DeFelice
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Online Courses ◽  
Course Evaluation ◽  
Online Course ◽  
Perceived Learning ◽  
Student Responses ◽  
Summer Sessions ◽  
Dependent Variables ◽  
Independent Variable

This research presents findings from a two-part study. In the first part, graduate students taking online courses were given a course evaluation form. Student responses from online abbreviated summer sessions were compared to student responses from online full-semester courses. Both the intensive and full-semester courses were taught by the same professor and both had identical requirements in terms of assignments and exams. The independent variable was the length of time taken to complete the requirements, with the dependent variables being satisfaction with the course, perceived learning, and academic performance. A statistical analysis of the data found significant differences in a number of areas.

scholarly journals Factors Influencing Student Satisfaction and Perceived Learning in Online Courses

2013 ◽  
Vol 10 (3) ◽  
pp. 226-235 ◽  
Author(s):  
Elena Barbera ◽  
Marc Clara ◽  
Jennifer A. Linder-Vanberschot
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Perceived Learning ◽  
Factors Influencing

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Factors that affect student satisfaction with online courses

2018 ◽  
Vol 36 (2) ◽  
pp. 115-138
Author(s):  
ssang-cheol Lee ◽  
◽  
Jeong-a Kim ◽  
Keyword(s):  
Student Satisfaction ◽  
Online Courses

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

Factors affecting agricultural students’ loyalty: a study at Nong Lam University Ho Chi Minh City

2021 ◽  
Vol 66 (1) ◽  
pp. 78-87
Author(s):  
Viet Vo Van ◽  
Thu Le Anh
Keyword(s):  
Service Quality ◽  
Student Satisfaction ◽  
Quantitative Research ◽  
Plant Protection ◽  
Animal Husbandry ◽  
Ho Chi Minh City ◽  
Research Approach ◽  
Factors Affecting ◽  
Agricultural Students ◽  
Students Satisfaction

This study was conducted with the objective of identifying the influence of service quality, university image on agricultural students’ satisfaction and loyalty. The quantitative research approach was applied. Data were collected using questionnaires with a sample size of 313 students who majored in Veterinary Medicine, Animal Husbandry, Agronomy and Plant Protection at Nong Lam University Ho Chi Minh City. The sample has been selected by convenient method. The research results show that agricultural students’ satisfactions and loyalty are affected by service quality and school image. In which, the school image has the stronger impact on student satisfaction and loyalty. From the findings, the researcher has made conclusions and some suggestions to contribute to improving student loyalty.

scholarly journals Factors affecting academic failure in medical students in Iran

2021 ◽  
Vol 10 (1) ◽  
pp. 14-14
Author(s):  
Zohreh Tajabadi ◽  
Matineh Sadat Miri ◽  
Soliman Ahmadi ◽  
Matineh Pourrahimi ◽  
Mojtaba Abdi ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Academic Failure ◽  
Educational Status ◽  
Cross Sectional Study ◽  
Academic Probation ◽  
Affecting Factors ◽  
Cross Sectional ◽  
Significance Level ◽  
Factors Affecting ◽  
Significant Difference

Background: Students are considered part of the capital of each country. Several factors can affect their educational status and, as a result, contribute to their academic failure. The current study seeks to investigate the relationship between students’ academic failure and the affecting factors with the Iranian Educational Ranking of Universities. Methods: This is a descriptive cross-sectional study. The required sample size was calculated using Cochran’s formula. A researcher-made questionnaire with 5 parts was used to collect data. Kruskal Wallis and Spearman’s analysis of variance was used for analysis. The significance level was considered as 0.05. Results: A total of 1215 people participated; 13.7% of students had had an academic failure and 2.0% of them were on academic probation. There was a correlation between university RAD rank and academic failure (r = -0.098 and P = 0.0001) as well as student satisfaction (r = 0.264 – P = 0.0001). There was a significant difference between an academic drop and academic grade in three ranks of university (Pv= 0.0001), and, interestingly, having moved from Rank 1 to 3, having academic grade increases, and having academic failure decreases. Conclusion: According to the findings of this study, the higher ranked the college campus is on the RAD scale, the higher the academic failure rate. For annual assessment of universities, it is proposed that assessment of academic failure and grades be used as a benchmark.

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