An Empirical Analysis Of Student Satisfaction Influential Factors In Online Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Alina Payne ◽  
Reza G. Hamzaee
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Course Evaluation ◽  
Instructional Effectiveness ◽  
Influential Factors ◽  
Online Course ◽  
Course Effectiveness

There exists the need to better understand the effectiveness of online education.  In recent years, academic institutions (of higher education) have increased the number of online courses offered to students.  The purpose of this study is to identify the factors that are most influential in determining student satisfaction of overall course effectiveness and overall instructor effectiveness in online higher education.  The main research question is: What factors influence student satisfaction of overall course effectiveness and instructional effectiveness?  Through an application of step-wise regression procedure, hypotheses will be tested to determine any influential factors for students’ satisfaction with course and instructional effectiveness. The data source will be online course evaluation results at colleges in the state of Connecticut.  The results of the study will allow higher education administrators and instructors to make more effective decisions regarding online students, online course offerings, the distribution of funds within online education. Furthermore, the results will allow instructors to more effectively manage online courses, and allow students to increase personal effectiveness with respect to the online learning process.

scholarly journals Online Course Design

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Sally J. Baldwin ◽  
Yu-Hui Ching
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Course Design ◽  
Online Courses ◽  
The United States ◽  
Course Evaluation ◽  
Online Course ◽  
Evaluation Instrument ◽  
Online Course Design ◽  
Quality Matters

The evaluation of online courses is an important step in providing quality online courses. There are a variety of national and statewide evaluation tools used to help guide instructors and course designers of online courses (e.g., Quality Matters, OSCQR). This paper discusses a newly released course evaluation instrument from Canvas, the second largest learning management system (LMS) used by higher education institutions in the United States. The characteristics and unique features of the Canvas Course Evaluation Checklist (CCEC) are discussed. The CCEC is also compared to established national and statewide evaluation instruments. This review is helpful for those interested in online course design and developments in the field of online education.

scholarly journals Quality Assessment of Online Learning in Regional Higher Education Systems

2021 ◽  
Vol 17 (3) ◽  
pp. 929-943
Author(s):  
Olga A. Gritsova ◽  
Elena V. Tissen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Quality Assessment ◽  
Student Satisfaction ◽  
Educational Process ◽  
Learning Mechanisms ◽  
Education Systems ◽  
Higher Education Systems

The quality of online learning mechanisms, widely implemented due to the COVID-19 pandemic, is a significant issue for regional higher education systems. The research aims to assess student satisfaction with the quality of online education by identifying discrepancies between their requirements and the actual learning process. In order to examine the gaps between students’ expectations and perceptions, a new approach was proposed based on the integrated use of Gap analysis and SERVQUAL methodology, combining qualitative and quantitative aspects. SERVQUAL questionnaires for measuring student satisfaction with online learning include the following criteria: tangibles, reliability, responsiveness, assurance, empathy. Full- and part-time undergraduates of humanitarian and socio-economic departments of two universities participated in the study. Ural Federal University bachelors, learning via Moodle and Microsoft Teams platforms, could directly communicate with their peers and professors, while students of National Research Nuclear University MEPhI were engaged in massive open online courses (MOOC). As a result, all five criteria were analysed in the proposed model for quality assessment of online learning to reveal the gaps between students’ expectations and perceptions of the educational process. Significant discrepancies in the «empathy» and «responsiveness» criteria in both groups demonstrate low student satisfaction with the quality of communication and individualisation of learning. The research findings can be used to construct resource allocation models for implementing educational programmes and developing support measures for regional higher education institutions.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

scholarly journals Evaluating Quality in Fully Online U.S. University Courses: A Comparison of University of Maryland University College and Troy University

2018 ◽  
Vol 5 ◽  
Author(s):  
Susan C. Aldridge ◽  
Mark L. Parker
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
State Universities ◽  
Online Course ◽  
University Of Maryland ◽  
Online Higher Education ◽  
University College ◽  
Periodic Evaluation ◽  
Student Discussion

A key component of quality assurance in online higher education is the periodic evaluation of fully online courses, by both internal and external reviewers, against standards developed by the offering institution. These standards can address a variety of quality areas including but not limited to: the organization and structure of the online course; the extent to which technology is used to foster learning and student engagement; and the use of available communication features to stimulate student discussion and interaction. In this paper the online evaluation processes and criteria of the two largest U.S. state universities involved in online education – University of Maryland University College and Troy University – are compared. It will be shown that the two institutions arrived independently at very similar quality standards for online courses, and that these standards are congruent with those developed and promulgated by nationwide higher education accreditation agencies in the U.S.

The Power of the Human Face in Online Education

2019 ◽  
Vol 10 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Dale Patterson
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Course ◽  
Human Face ◽  
Online Delivery ◽  
Course Materials ◽  
Personal Level ◽  
Education Courses

The modern student exists in a highly technical and digitally driven educational world. Online delivery of courses and interactions, with the primary purpose of enhancing learning, and access to learning opportunities is becoming almost mainstream. Yet, despite the broad availability of online education courses and systems, the completion rates and levels of student satisfaction with online courses remains comparatively low. Studies have indicated that online students are seeking personal engagement to drive their learning. This project looked at the importance of having a human face at the heart of the online course materials to help develop a more personal level of engagement. The project, carried out between 2016 and 2018, involved a randomized control trial of 84 students, and compared two sets of course materials, for a common course topic, one with human face-based resources, and one without. The results clearly showed a significant increase in student engagement with the human face-based resources, but the learning outcomes, for those who completed, were not significantly different between the two groups.

scholarly journals Different Approaches to the Development of Online Learning in Higher Education

2020 ◽  
Vol 8 (SPE3) ◽  
Author(s):  
Iurii V. Kornilov ◽  
Dmitriy A. Danilov ◽  
Alla G. Kornilova ◽  
Aleksei I. Golikov ◽  
Ilya B. Gosudarev
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Academic Staff ◽  
Learning Technologies ◽  
North Eastern ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Competencies Development

The processes of online learning implementation, including e-learning and distance learning technologies in higher education have been revealed. The experience of the development of the first online courses at M. K. Ammosov North-Eastern Federal University is described. As a part of the study, the main approaches to the development of online learning in higher education are identified. The authors of the study focus on the work of the advanced training courses for the academic staff as the opportunity for professional competencies development in the context of online education.

Helping Students Avoid Plagiarism in Online Courses

2013 ◽  
pp. 256-273
Author(s):  
Stephen Asunka
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Online Learning ◽  
Undergraduate Students ◽  
Online Courses ◽  
Private University ◽  
Online Course ◽  
Instructional Interventions ◽  
Design Based Research ◽  
Student Plagiarism

This study used design-based research approaches to investigate student plagiarism in an online course, with the objective of determining the instructional interventionist strategies that can help students avoid the practice in online courses. Twenty eight (28) undergraduate students who were engaged in a semester-long online course in Educational Technology at a private university in Ghana participated in the study. Drawing on relevant learning and related theories, the study implemented different learning activities pertaining to plagiarism at regular intervals during the semester, and then subsequently analyzed students’ individual and group course writings for evidence of plagiarism. Findings reveal that regular and varied instructional interventions helps students reduce and eventually avoid plagiarism in the online learning environment. Students were also found to plagiarize to a much lesser extent when they worked in groups than when they worked individually. Implications of these findings for the design and management of online learning courses in higher education are briefly discussed.

DELES Analysis of E-Learning Environments

2017 ◽  
pp. 128-150 ◽  
Author(s):  
Hunter Keeney ◽  
Kaye Shelton ◽  
Diane Mason ◽  
J. Kenneth Young
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Online Courses ◽  
Personal Relevance ◽  
Sample Population ◽  
Student Centered ◽  
Student Centered Learning ◽  
Instructor Support

As online education expands, more data is needed on how to optimize its effectiveness in higher education settings. This chapter highlights a quantitative study that utilized the Distance Education Learning Environments Survey (DELES), to test the effects of student-centered learning constructs on student satisfaction in online courses. The sample population consisted of 306 students taking masters-level online courses in education or nursing at a university in Southeast Texas. Descriptive statistics and data were analyzed by correlation analysis and stepwise regression. Results of analyses showed personal relevance and authentic learning had the strongest correlations with student satisfaction, whereas the strongest predictors of student satisfaction were personal relevance and instructor support. The findings of the study described herein can provide beneficial insight regarding the design of effective online learning environments in higher education and improving the quality of the student experience.

scholarly journals The Human Factor: The Promise & Limits of Online Education

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 235-254
Author(s):  
Sandy Baum ◽  
Michael McPherson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Learning Opportunities ◽  
Human Interaction ◽  
Socioeconomic Gaps ◽  
To Come ◽  
The Cost ◽  
Quality Learning

The idea that online learning might revolutionize higher education, lowering the cost of high-quality learning opportunities for students with limited access to traditional higher education, follows similar hopes for earlier technologies, including radio and television. If such a revolution is to come, it is still far from a reality. Strong evidence indicates that students with weak academic backgrounds and other risk factors struggle most in fully online courses, creating larger socioeconomic gaps in outcomes than those in traditional classroom environments. The central problem appears to be the lack of adequate personal interaction between students and instructors, as well as among students. Hybrid learning models do not exhibit the same problems and there is potential for online learning to develop strategies for overcoming these difficulties. Meanwhile, narrowing gaps in educational opportunities and outcomes requires considerable skilled human interaction.

scholarly journals African American Males Learning Online: Promoting Academic Achievement in Higher Education

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Susan G Salvo ◽  
Brett Welch ◽  
Kaye Shelton
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
African American ◽  
Online Education ◽  
Undergraduate Students ◽  
African American Males ◽  
Online Courses ◽  
Course Completion ◽  
Online Course ◽  
Attrition Rates

Online education is expanding within higher education. However, attrition rates for African American males enrolled in higher education in general, and in online courses specifically, is on the rise. Because the future of our nation depends on how well our educational institutions develop, nurture, and deploy talent, an investigation was conducted to identify factors that promoted online course completion among African American male undergraduate students. Ten males who successfully completed online courses were interviewed, and significant themes were identified. Factors that contributed to online course completion were financial assistance, prior academic achievement, previous information technology (IT) training, continuous academic enrollment, student selection of topics perceived as uncomplicated and less demanding or familiar due to sufficient prior knowledge, use of handheld digital devices, and a non-prejudicial learning environment. Based on these findings, recommendations are made that include strategies policymakers and educationists can implement to promote academic achievement and degree attainment among African American males in higher education.

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