Faculty Actions that Result in Student Satisfaction in Online Courses

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Lana C Jackson ◽  
Stephanie J Jones ◽  
Roy C Rodriguez
Keyword(s):  
Community College ◽  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Descriptive Statistics ◽  
College Level ◽  
Online Classroom ◽  
Web Based ◽  
Faculty Behaviors ◽  
Education Courses

This study identified faculty actions which positively influenced student satisfaction in the online classroom at the community college level. The escalating demand for Internet-based, distance education courses has been met by an increased inventory of them. However, while online education has been in existence for over a decade, standardized practices in the online classroom have not been fully identified, developed, and implemented. Data was collected from student evaluations of web-based courses at two Texas community colleges. Descriptive statistics, bivariate correlations and multiple regressions were used to identify faculty behaviors which affected the satisfaction of students enrolled in these courses. The results of the study indicated that faculty actions within online courses appeared to impact student satisfaction. The identification of faculty actions which impact student satisfaction in online courses will greatly assist colleges and universities in strengthening their abilities to provide quality online experiences for their students.

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 An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

2018 ◽  
Vol 12 (7) ◽  
pp. 70
Author(s):  
Hueyzher Ng ◽  
Sakina Sofia Baharom
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Quantitative Methods ◽  
Online Courses ◽  
Secondary School Teachers ◽  
College Level ◽  
Mixed Methods Design ◽  
Self Regulated Learning ◽  
Students Satisfaction

The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS.  The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.

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.

Necessities for Effective Asynchronous Learning

2011 ◽  
pp. 1325-1331 ◽  
Author(s):  
James E. Novitzki
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
The United States ◽  
Department Of Education ◽  
Asynchronous Learning ◽  
College Level ◽  
Education Programs ◽  
Web Based ◽  
The Us ◽  
Education Courses

Distance education programs/courses in some format have been available to students since the 1840s. Throughout most of this time there has been controversy over the effectiveness of such programs/courses (IHEP, 1999; Matthews, 1999). The concept of online teaching and online asynchronous learning (ASL) started in the 1980s and is an area of rapid growth (McMullen, Goldbaum, Wolffe, & Sattler, 1998). In a period of 3 years, from 1995 to 1997, the number of schools in the United States (US) developing such programs increased by almost 200% (Morse, Glover, & Travis, 1997). The US Department of Education (2001) reported that in 2000-2001 there were more than 2.8 million enrollments in college-level degree granting programs in Internet- and Web-based distance education courses in the US.

scholarly journals The Transition Online: A Mixed-Methods Study of the Impact of COVID-19 on Students with Disabilities in Higher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 13
Author(s):  
Laura E Mullins ◽  
Jennifer Mitchell
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Students With Disabilities ◽  
Online Courses ◽  
World Health ◽  
Online Classroom ◽  
Global Pandemic ◽  
University Experience ◽  
The University ◽  
The Impact

Following the World Health Organization’s announcement of the global pandemic because of the Coronavirus Disease 2019, most Canadian universities transitioned to offering their courses exclusively online. One group affected by this transition was students with disabilities. Previous research has shown that the university experience for students with disabilities differs from those of their non-disabled peers. However, their unique needs are often not taken into consideration. As a result, students can become marginalized and alienated from the online classroom. In partnership with Student Accessibility Services, this research revealed the impact of the transition to online learning because of the pandemic for university students with disabilities. Students registered with Student Accessibility Services completed a survey about the effects of online learning during a pandemic on the students’ lives, education, and instructional and accommodation. It was clear from the results that online education during COVID-19 affected all aspects of the students’ lives, particularly to their mental health. This research provided a much-needed opportunity for students with disabilities to share the factors influencing their educational experience and identified recommendations instructors should consider when developing online courses to increase accessibility and improve engagement. 

Predicting Student Satisfaction and Outcomes in Online Courses Using Learning Activity Indicators

2017 ◽  
Vol 12 (1) ◽  
pp. 32-50 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Activity ◽  
Online Activity ◽  
Web Based ◽  
Student Academic Performance ◽  
Learner Interaction ◽  
E Learning ◽  
Online Web

The premise for this study was that learner interaction in an online web-based course could be assessed in relation to academic performance, or in other words, e-learning. Although some studies reveal that learner interaction with online content is related to student academic performance, it remains unproven whether this is casual, or even if there may be a significant correlation. Thus, this study seeks to measure if there is a directional and then a casual relationship between student online academic performance, engagement analytics and other online activity factors. A unique aspect of this study is that data is collected from Moodle engagement analytics as well as from the activity logs. Student academic performance is measured based on the grade achieved from an assessment designed to map to the course learning objectives.

Dimensions of Student Satisfaction on Online Programs

2011 ◽  
pp. 640-645
Author(s):  
Petek Askar ◽  
Oktay Dönmez ◽  
Gonca Kizilkaya ◽  
Volkan Çevik ◽  
Kerem Gültekin
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Immediate Feedback ◽  
Online Programs ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Significant Difference ◽  
Complex Phenomena ◽  
E Mail

This research studies on the evaluation of online courses are usually conducted for investigating the differences between face-to-face and Web-based environments with respect to achievement. Most of the findings indicated “no significant difference” (Russell, 1999). However, only looking at achievement as a quality measure is reducing the complex phenomena into a single variable. Therefore, an analysis of the system with its components is needed. A study on students’ frustrations with a Web-based distance education course (Hara & Kling, 1999) showed that there were two foci of frustration among students in the course. The first focus was technological problems; students without access to technical support were especially frustrated. The second focus involved the course content and the instructor’s practices in managing communications with students. Students were frustrated because of a lack of immediate feedback from the instructor and ambiguous instructions on the Web and via e-mail.

Emergence of Successful Online Courses

2014 ◽  
pp. 641-651
Author(s):  
Amy L. Sedivy-Benton ◽  
Andrew Hunt ◽  
Teri L. Hunt ◽  
James M. Fetterly ◽  
Betty K. Wood
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Social Climate ◽  
National Standards ◽  
High Quality ◽  
The Social ◽  
Traditional Courses ◽  
The Common

This chapter seeks to investigate the common characteristics that make online courses high quality. With an increase in online education and the increased attention to national standards and accreditation, there is a need for research to focus on the quality of online education. The literature related to online education suggests that more studies compare traditional courses with online courses as well as ways to affect the social climate of online courses and programs than the quality of online education. Questions to be considered range from, “How much time do instructors spend developing online courses compared to traditional courses?” to “What are the students’ perspective of the quality of online courses / instruction?” McGorry (2003) suggests seven constructs “to evaluate quality and learning in online courses: flexibility, responsiveness and student support, student learning, interaction, technology and technical support, and student satisfaction” (p. 162).

A Historically Black College's Approach to Integrating Culturally Diverse Teaching and Learning Strategies in an Online Classroom Platform

2021 ◽  
pp. 390-400
Author(s):  
Kimetta R. Hairston ◽  
Yvonne M. Crawford ◽  
Jennifer M. Johnson
Keyword(s):  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Educational Goals ◽  
College Level ◽  
Online Classroom ◽  
Academic Environments ◽  
Models Of Teaching ◽  
Program Of Study

Research on the state of online courses and degree programs have been described as ways for students to have more flexibility in meeting their educational goals while maintaining their other life responsibilities. In recent years, administrators at HBCUs have increased their investment in technological tools and learning management systems to make online teaching and learning a reality, while offering incentives and rewards to encourage faculty to move toward redesigning courses to an online platform and bolstering the campus' online presence. Yet at the same time, some faculty worry that online educational programs are the antithesis to the traditional models of teaching and learning heralded by HBCUs with an emphasis on student-faculty interactions and close-knit academic environments for students. Moreover, advocates of traditional instructional models warn that students less prepared for college-level work may require significant academic support to successfully navigate an online program of study.

493 Awardee Talk: Filling Knowledge Gaps in Quantitative Genetics Through Online Education

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 218-219
Author(s):  
Ronald M Lewis
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Quantitative Genetics ◽  
Industrial Revolution ◽  
Online Courses ◽  
Simulation Game ◽  
Knowledge Gaps ◽  
Web Based ◽  
Credit Hours ◽  
Apply Genetic

Abstract The genomic revolution has been compared to the industrial revolution, with caveats that it has happened faster and will have a far greater impact on our lives. Interpreting and using knowledge emanating from this revolution requires unique skills. Providing education in quantitative genetics that keeps pace with that need, particularly where expertise and funds are limited, remains challenging. One solution is sharing resources and capacities across-institutions to deliver high-quality instruction online. Beginning with 4 universities in 2007, expanding to 7 in 2012, a multi-state U.S. consortium built an online Masters-level curriculum in quantitative genetics and genomics. Sixteen courses were developed, each revised based on review by 2 academic peers and an instructional designer. Over 330 students from 34 U.S. and 5 international institutions have completed over 1,200 credit hours. Anonymous student feedback has been overwhelmingly positive. The curriculum was established with funding from two USDA-NIFA Higher Education Challenge grants. In 2015 it was integrated into AG*IDEA, a national consortium offering online courses in agriculture. A permanent infrastructure was thereby established with students earning formal academic credit. Only students matriculated at one of 19 AG*IDEA member universities can enroll directly, sadly limiting access, especially to international students. A potential constraint of online instruction is a disconnect with students. In some courses, a blended-learning format has been introduced with a weekly virtual recitation session. To increase engagement, an experiential learning opportunity also is offered. This entails a web-based simulation game—CyberSheep—where students apply genetic principles to a virtual breeding cooperative. Additionally, CyberSheep is typically played by 400 undergraduate students at 5 U.S. universities each academic term, contributing to their learning of animal genetics. Outcomes of these initiatives demonstrate that online training can be an effective tool to fill knowledge gaps in quantitative genetics, with opportunity to reach a wider audience.

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