Modelling academic responsibility in relation to student satisfaction regarding online courses at "Dunărea de Jos" University of Galaţi, Romania – a proposal

2021 ◽  
Author(s):  
Leonard Garabet ◽  
Luminita Dumitriu
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Academic Responsibility

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.

scholarly journals ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Karen Swan ◽  
Li Fang Shih
Keyword(s):  
Student Satisfaction ◽  
Social Presence ◽  
Course Design ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Influential Factor ◽  
Online Course ◽  
Mediated Communication ◽  
Quantitative Results

“Social presence,” the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and success in online courses. This mixed methods study built on previous research to explore in greater depth the nature of social presence and how it develops in online course discussions. The study combined quantitative analyses of survey results from students enrolled in four online graduate courses, and qualitative comparisons of students with the highest and lowest perceptions of social presence. Quantitative results revealed significant correlations between perceived social presence and satisfaction with online discussions, and teased apart the respective influences of the perceived presence of instructors and peers. The findings indicate that the perceived presence of instructors may be a more influential factor in determining student satisfaction than the perceived presence of peers. Correlations with other course and learner characteristics suggest that course design may also significantly affect the development of social presence. Qualitative findings support the quantitative results. In addition, they provide evidence that students perceiving the highest social presence also projected themselves more into online discussions,and reveal meaningful differences in perceptions of the usefulness and purpose of online discussion between students perceiving high and low social presence.

scholarly journals Student Satisfaction in the Virtual Classroom

2005 ◽  
Author(s):  
James Johnston ◽  
Jeff Killion ◽  
Jody Oomen
Keyword(s):  
Literature Review ◽  
Student Satisfaction ◽  
Online Instruction ◽  
Online Courses ◽  
Virtual Classroom ◽  
Design And Implementation

This article is a literature review that identifies contributors to student satisfaction with online instruction. Key among these contributors is flexibility within the course and contact with the instructor. Suggestions and steps are offered for the design and implementation of online courses.

scholarly journals Measuring Faculty-Student Interaction in Online Courses Using Asynchronous Discussion Boards

2020 ◽  
Author(s):  
Crystal Gasell
Keyword(s):  
Student Satisfaction ◽  
Social Exchange ◽  
Learning Analytics ◽  
Online Courses ◽  
Discussion Board ◽  
Management Systems ◽  
Discussion Boards ◽  
Instructor Interaction ◽  
Data Points ◽  
Learning Management

Online learning is growing. As such, institutions want to grow programs, while ensuring quality. Part of ensuring quality in online courses is ensuring that there is regular and substantive interaction (RSI) between students and instructors. Discussion boards are often used in online courses as a way to promote social exchange, interaction, and the discussion of course concepts. Therefore, discussion board activity can provide a glimpse into the RSI that occur between students and instructors. Until recently, data from learning management systems was difficult to access and analyze. However, advances in technology and an increased interest in learning analytics provides researchers and institutions with billions of data points about student and instructor activity within a learning management system (LMS). This study used LMS data to explore the frequency of interaction between instructors and students in discussion boards in online courses at one institution. 415 courses were selected for the study, spanning two semesters. Results from the study found that the average number of posts by an instructor was 32.9. The average instructor interaction was 1.49 instructor posts per student. 23% of courses had no instructor posts. Student posts averaged 470 per course and the average posts per student was 19.9. Based on the discussion board activity, the most discussion interaction occurred during the first two weeks of the semester. Results suggested that there is no relationship between student satisfaction and the number of total posts in a course.

Personality and Online Learning

2010 ◽  
pp. 126-139 ◽  
Author(s):  
Kevin Downing
Keyword(s):  
Student Satisfaction ◽  
Learning Style ◽  
Classroom Environment ◽  
Online Courses ◽  
Asian Students ◽  
Online Discussion Forum ◽  
Undergraduate Programme ◽  
Student Learning Style ◽  
Satisfaction Measures ◽  
The Impact

This chapter provides a comparative evaluation of two pilot online courses with their traditionally taught counterparts in one of the universities of Hong Kong. As part of a natural experiment, students enrolled on two online courses were compared with their peers who were enrolled on the equivalent classroom based courses. Student satisfaction measures were taken from participants in both modes of delivery and compared with student learning style. This case highlights the impact of adopting a blended learning approach to an undergraduate programme, and suggests that Asian students who behave like Introverts in the classroom environment are likely to behave as online Extraverts when given the opportunity to reflect on what they have learned and contribute to an online discussion forum.

A Comparative Analysis of Online and Traditional Undergraduate Business Law Classes

2008 ◽  
pp. 3391-3404
Author(s):  
Daniel J. Shelley ◽  
Louis B. Swartz ◽  
Michele T. Cole
Keyword(s):  
Rural Communities ◽  
Student Satisfaction ◽  
Online Courses ◽  
Traditional Classroom ◽  
Business Law ◽  
New Paradigm ◽  
Working Adults ◽  
Student Profile ◽  
Institutions Of Higher Learning ◽  
The Cost

The trend in academia to online learning has gained momentum in the past decade, due in part to the cost of higher education, a changing student profile, lack of traditional classroom space and the recognition that distance learning has created a new paradigm of instruction. Universities wishing to maintain or expand enrollments need to be able to respond effectively to the educational needs of working adults, students in the military and residents of rural communities as well as of other countries. Online (Internet-based) course offerings constitute a creative and increasingly popular response to these challenges. As more and more institutions of higher learning offer online courses, the question arises whether they are, or can be, as effective as courses offered in the traditional classroom format. Answering the question has been the focus of several studies. Our study compared students enrolled in both online and traditional classroom versions of one business law course where all elements were the same except for the instruction format. The study found no significant difference between the two formats with regard to student satisfaction and student learning. The findings support earlier comparisons of online and traditional instruction modes

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

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