Personality Characteristics Predicting Continuing Education Student Satisfaction with Interactive Telecourses

1997 ◽  
Vol 45 (3) ◽  
pp. 22-32 ◽  
Author(s):  
Paul M. Biner ◽  
Marcia Summers ◽  
Raymond S. Dean ◽  
Martin L. Bink ◽  
Jennie L. Anderson ◽  
...  
Keyword(s):  
Continuing Education ◽  
Student Satisfaction ◽  
Personality Characteristics ◽  
Education Student

scholarly journals Do course evaluation systems have an influence on e-learning student satisfaction?

2019 ◽  
Vol 13 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Óscar Martín Rodríguez ◽  
Francisco González-Gómez ◽  
Jorge Guardiola
Keyword(s):  
Student Satisfaction ◽  
User Satisfaction ◽  
Ordinary Least Squares ◽  
Assessment Method ◽  
Course Evaluation ◽  
Education Student ◽  
Content Type ◽  
Learning Satisfaction ◽  
E Learning ◽  
The Relationship

Purpose The purpose of this paper is to focus on the relationship between student assessment method and e-learning satisfaction. Which e-learning assessment method do students prefer? The assessment method is an additional determinant of the effectiveness and quality that affects user satisfaction with online courses. Design/methodology/approach The study employs data from 1,114 students. The first set of data was obtained from a questionnaire on the online platform. The second set of information was obtained from the external assessment reports by e-learning specialists. The satisfaction revealed by the students in their responses to the questionnaire is the dependent variable in the multivariate technique. In order to estimate the influence of the independent variables on the global satisfaction, we use the ordinary least squares technic. This method is the most appropriate for dependent discrete variables whose categories are ordered but have multiple categories, as is the case for the dependent variable. Findings The method influences e-learning satisfaction, even though only slightly. The students are reluctant to be assessed by a final exam. Students prefer systems that award more importance to the assessment of coursework as part of the final mark. Practical implications Knowing the level of student satisfaction and the factors that influence it is helpful to the teachers for improving their courses. Originality/value In online education, student satisfaction is an indicator of the quality of the education system. Although previous research has analyzed the factors that influence e-student satisfaction, to the best of authors’ knowledge, no previous research has specifically analyzed the relationship between assessment systems and general student satisfaction with the course.

Computer/Telephone Pairing for Long Distance Learning

1986 ◽  
Vol 15 (2) ◽  
pp. 201-211 ◽  
Author(s):  
D. O. Maxcy ◽  
S. J. Maxcy
Keyword(s):  
Continuing Education ◽  
Student Satisfaction ◽  
Classroom Setting ◽  
Long Distance ◽  
Social Foundations ◽  
Face To Face ◽  
Foundations Of Education ◽  
Level Of Satisfaction ◽  
Remote Sites ◽  
Field Notes

In this study two approaches to the teaching of a social foundations of education course are compared. The first approach incorporates a computer-telephone linkage between two remote sites. The second consists of discussion and lectures in a traditional face-to-face classroom setting. The question the study seeks to answer is: Can the teleconferencing approach compare favorably with more traditional single-site teaching in terms of student satisfaction? The methods used to determine the level of satisfaction were primarily anthropological in nature: questionnaire and field notes. Findings indicate that students preferred the telelearning approach over the traditional face-to-face format. It is concluded that student satisfaction indicators auger well for the future of telelearning technology in continuing education programs.

scholarly journals Analysis of Students’ Satisfaction on Quality Education at Government Colleges in Lahore Division

2021 ◽  
Vol 7 (1) ◽  
pp. 63-78
Author(s):  
Alia Sadiq
Keyword(s):  
Student Satisfaction ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Demographic Variables ◽  
Quality Education ◽  
Assessment Scale ◽  
Education Student ◽  
College Level ◽  
The Difference ◽  
Students Satisfaction

Quality education is the most important and considered as a pivot for progress to uplift the lives of a nation. The success of the educational institutions relies not only on quality education but also on the satisfaction of students. This study aims to explore the relationship between quality education and student satisfaction and difference regarding demographic variables at college level in Lahore Division. All the students from 80 government degree colleges of Lahore division were the population of this study. The study was descriptive in nature and has followed correlational research design. By using simple random sampling technique forty government degree colleges (50% of the population) were selected as sample by adopting lottery method. Self-constructed questionnaires for students “Quality Education Assessment Scale” and “Student Satisfaction Assessment Scale” were the instruments of this study. Appropriate statistical analysis techniques were used on the collected data. Product Moment Correlation Co-efficient were used for determining quality education and student satisfaction. Independent sample t-test was applied to find the difference between demographic variables. Results of the study indicated that quality education exits in colleges according to students. There was moderate significant correlation between two variables (r=.625, p<.05) of the quality education and the students’ satisfaction. As compared to male students, the female students’ had perceived more satisfaction towards students’ satisfaction. Both intermediate and bachelor students’ had perceived almost same level regarding students’ satisfaction. Keywords: Quality Education, Student Satisfaction

Distance Education

2009 ◽  
pp. 71-78
Author(s):  
Wm. Benjamin Martz Jr. ◽  
Morgan Shepherd
Keyword(s):  
Higher Education ◽  
Growth Rate ◽  
Distance Education ◽  
Student Satisfaction ◽  
Online Course ◽  
Education Student ◽  
Education Programs ◽  
Distance Education Program ◽  
Satisfaction Questionnaire ◽  
Education Industry

Almost 3.5 million students were taking at least 1 online course during the fall 2006 term. The 9.7 % growth rate for online enrollments far exceeds the 1.5 % growth of the overall higher education student population. (Allen and Seaman, 2007) By 2006, the distance education industry was well beyond $33.6 billion (Merit Education, 2003). As with most markets, 1 of the keys to taking advantage of this growing market is customer satisfaction. Therefore the greater the student satisfaction in a distance program, the more likely that program will be successful. This paper identifies 5 key components of satisfaction for distance education programs through a student satisfaction questionnaire and factor analysis. A questionnaire was developed using these variables and administered to 341 distance students. The results revealed 5 constructs for student satisfaction in a distance education program (Martz and Reddy, 2005; Martz and Shepherd, 2007). Using these factors as guidance, this paper extends those findings to provide some operational and administrative implications.

Satisfaction Levels, Communication Situations, and Difficulties Encountered by University Students Regarding Distance Education

2021 ◽  
pp. 001312452110423
Author(s):  
Nesip Demirbilek
Keyword(s):  
Distance Education ◽  
University Students ◽  
Student Satisfaction ◽  
Quantitative Research ◽  
Personal Information ◽  
T Test ◽  
Descriptive Statistics ◽  
Education Student ◽  
Quantitative Research Methods ◽  
Communication Situations

The aim of this study is to determine university students’ views on planning and conducting lectures in distance education, teaching materials, communication situations, and the difficulties they experience. A descriptive survey model, one of the quantitative research methods, was used in the study. Within the scope of the research, a distance education student satisfaction questionnaire developed based on the experiences of the researcher himself and an information form containing the personal information of the participants were used to collect data. The data collection tool was prepared over Google forms and delivered to 1,632 university students via What Sapp and mail. Since the study was prepared in descriptive and scanning type, descriptive statistics, t-test, and one-way analysis of variance (ANOVA) were used in the analysis of the data obtained. Descriptive statistics were used in the analysis of the first, third, fifth, and sixth questions; T-test and ANOVA were used in the analysis of the second and fourth questions. According to the findings of the research, it is seen that the anxiety of the students participating in the research is concentrated on the lectures and exams. Students with self-discipline overcome this process positively, while students without self-discipline often experience problems.

scholarly journals Higher education student pathways to ebook usage and engagement, and understanding: Highways and cul de sacs

2019 ◽  
Vol 52 (2) ◽  
pp. 601-619 ◽  
Author(s):  
Biddy Casselden ◽  
Richard Pears
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Student Satisfaction ◽  
Resource Use ◽  
Online Survey ◽  
Small Scale ◽  
Education Student ◽  
Mixed Methods Approach ◽  
Space Saving ◽  
Efficient Resource

Ebooks have enthusiastically been adopted by academic libraries, viewed as a golden bullet by library professionals, resulting in efficient resource use, space saving, student satisfaction and accommodating millennial generation study habits. A small-scale online survey undertaken at Northumbria and Durham Universities investigated students’ ebook use, examining aspects of learning ebooks support, searching strategies, devices used for ebook access, and reading and use strategies. Ninety-two responses were analysed using a mixed methods approach. Despite many advantages of ebooks including portability, availability, functionality and searching, results, demonstrated sentiment regarding ebooks was not wholly positive. There were frustrations regarding the complexity of ebook provision, publisher’s restrictions and the lack of compatibility with reading devices. A key finding related to ebook interrogation which involved greater targeted searching of content and a ‘bite-size’ approach to reading. Caution must be observed to ensure that library collections facilitate a complexity of learning styles, and provide opportunities for students to better digest content.

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