scholarly journals Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning

2021 ◽  
Vol 13 (12) ◽  
pp. 6734
Author(s):  
Sohee Kim ◽  
Dae-Jin Kim
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Survey Data ◽  
Structural Model ◽  
Student Interaction ◽  
Structural Relationship ◽  
Key Factors ◽  
Course Structure ◽  
Instructor Presence

This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.

scholarly journals Implementing and Evaluating a Blended Learning Format in the Communication Internship Course

10.28945/2299 ◽  
2015 ◽  
Vol 14 ◽  
pp. 217-235
Author(s):  
Christina M Smith
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Sense Of Community ◽  
Student Interaction ◽  
Learning Approaches ◽  
Course Structure ◽  
Face To Face ◽  
Design And Implementation ◽  
Pedagogical Design ◽  
High Level

The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-student interaction, and application of theory to the “real-world” experience undertaken by students during the internship. Lower levels of satisfaction with the course’s academic rigor and a sense of community were also reported. Notably, students with experience in blended learning expressed lower levels of overall satisfaction, but reported higher levels of satisfaction with the course’s rigor and sense of community. The paper concludes by offering implications for instructors seeking to implement blended learning approaches.

Strategies for Engaging Students in the Online Environment

2020 ◽  
pp. 305-326
Author(s):  
Kimberly A. Whiter
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching Methods ◽  
Course Design ◽  
Student Interaction ◽  
Online Learning Environment ◽  
Online Environment ◽  
Instructional Technologies ◽  
Course Content

Creating an engaging course environment requires a conscious effort from faculty to utilize course design, teaching methods, and instructional technologies that foster high levels of student interaction. Instructional technologies paired with effective pedagogies are making student engagement in online environments rich and meaningful. The use of instructional technologies is linked to student engagement in the online learning environment. Utilization of instructional technologies should address three major types of interaction: student interaction with course content, the faculty, and their learning peers. The use of instructional technologies to engage students can also increase students' motivation for their learning by increasing student value for course content. This chapter addresses specific strategies for utilization of course design, pedagogies, and instructional technologies to incorporate student interaction and develop and maintain students' motivation in their learning.

scholarly journals An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Joohi Lee
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Student Satisfaction ◽  
Survey Study ◽  
Exploratory Research ◽  
Satisfaction Level ◽  
Master's Students ◽  
Course Structure ◽  
Constructive Feedback ◽  
Design Factors

<p class="Default">This exploratory research project investigated graduate students’ satisfaction levels with online learning associated with human (professor/instructor and instructional associate) and design factors (course structure and technical aspects) using a survey study. A total of 81 graduate students (master’s students who majored in math and science education) enrolled in an online math methods course (Conceptual Geometry) participated in this study. According to the results of this study, student satisfaction level is closely associated with clear guidelines on assignment, rubrics, and constructive feedback. In addition, student satisfaction level is related to professor’s (or course instructor’s) knowledge of materials.</p>

scholarly journals The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic

2021 ◽  
Vol 2 (3) ◽  
pp. 61-72
Author(s):  
Sunipa Ghosh Dastidar
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Student Interaction ◽  
Online Learning Environments ◽  
Student Autonomy ◽  
Instructor Support ◽  
The Impact ◽  
Students Satisfaction

In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.

scholarly journals Student Perception of Online Learning Experiences Associated with COVID-19

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Rebecca Elkins ◽  
Rhyanne McDade
Keyword(s):  
Online Learning ◽  
Student Retention ◽  
Student Satisfaction ◽  
Course Design ◽  
Student Perception ◽  
Learning Experiences ◽  
Course Structure ◽  
Design Elements ◽  
Student Opinions ◽  
Qualitative Analyses

Introduction: The devastation of COVID-19 has profoundly disrupted the U.S. educational system. Student dissatisfaction with online learning has adversely effected enrollment and student retention. Identifying factors that contribute to student satisfaction with online learning experiences is imperative to bolstering student retention and enrollment. This study examines student opinions related to overall satisfaction of online learning experiences during the COVID-19 shift to remote learning. Methods: A single electronic, university wide, survey was sent out to all 16,212 students enrolled at a Southern, regionally accredited university. The survey remained open for five weeks during the fall 2020 semester. A single e-mail reminder data was sent to all students with a link to the survey and the survey closing date. Descriptive, inferential and qualitative analyses were conducted.  Results: Student satisfaction with online learning experiences during COVID-19 were much lower than previously reported averages. Student satisfaction significantly differed based on sex and program type. Female students (M=1.53, SD=.500, p=.005) and students enrolled in online programs (M=1.53, SD=.500 p<.001) reported significantly higher levels of satisfaction with online learning amid the onset of COVID-19, in comparison to male students (M=1.42, SD=.495) and students enrolled in traditional (face-to-face or hybrid format) programs (M=1.46, SD=.499). Qualitative analyses found that student opinions about instructional design elements pertaining to course structure (content, sequence and methods), sociology and compassion influenced student satisfaction with online learning experiences. Conclusions: Student sex, type of program, elements of course design, and instructor compassion influenced student satisfaction with learning experiences during the onset of COVID-19. Improvement in course structure and student-teacher interaction may improve student rates of satisfaction with online learning experiences. 

scholarly journals Perception of Instructor Presence and Its Effects on Learning Experience in Online Classes

10.28945/4611 ◽  
2020 ◽  
Vol 19 ◽  
pp. 475-488
Author(s):  
Chongwoo Park ◽  
Dong-gook Kim
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Future Research ◽  
Online Classes ◽  
Communication Tool ◽  
Interactive Communication ◽  
Instructor Presence

Aim/Purpose: One of the most critical challenges to the student learning experience in online classes would be providing interactions between students and instructors as effective as in face-to-face learning. This study introduces perceived instructor presence as a way to promote such interactions and investigates its effects on student learning experience in online learning. Background: Drawing upon theories of constructivism and social presence, this study proposes a research model to explore the causal relationships from the interactivity of a communication tool to the perception of instructor presence and to student learning experiences such as engagement and satisfaction. Methodology: The survey method was used to collect data from online business classes where an interactive communication tool was required to use for class communication and collaboration. Partial Least Squares analysis was used as the primary data analysis tool. Contribution: This study introduces perceived instructor presence in the online learning context and empirically tests its effects on the online learning experience. This study also contributes to the online learning literature by confirming the constructivist’s point of view on learning that interactions lead to better learning experiences, in the online learning environment. Findings: The study results show that the use of an interactive communication tool in online learning fosters strong student-instructor interactions and promotes students’ perceptions of instructor presence, which eventually enhances student engagement and satisfaction in online classes. Recommendations for Practitioners: This study recommends practitioners (e.g., teachers and professors) to use more interactive communication tools such as Microsoft Teams and Slack to promote the instructor presence in their online classes, which ultimately increase student engagement and satisfaction. Practitioners are also recommended to develop and use any other teaching methods or activities that can increase perceived instructor presence, which has a direct impact on student engagement in online learning. Recommendation for Researchers: While the fellow researchers can take one of the future research directions in this paper, it is recommended to consider more fundamental approaches to the study of online learning. For example, the concept of presence is a radical difference when courses are moved from face-to-face to online learning. Future research could investigate how various types of presence can play differently in online learning. Impact on Society: Better learning experiences are likely to have a significant impact on society’s well-being, and the findings of this study suggest how student learning experiences can be improved in online classes. Furthermore, this is particularly useful when many face-to-face classes were forced to switch to online classes abruptly during the COVID-19 pandemic as many students, parents, and educators were concerned with online learning experiences. Future Research: A replication study with different communication tools in various courses would be good future research to support the generalizability of the findings. Another interesting future research is to employ other types of dependent variables, such as tool adoption and academic performance. It would be worth investigating how different types of learning experiences can be associated with various learning tools. As this study finds that an interactive communication tool is associated with student engagement, gamification can be associated with student enjoyment in online learning.

scholarly journals The Mediating Role of Student Satisfaction in the Relationship between Determinants of Online Student Satisfaction and Student Commitment

2021 ◽  
pp. 1-13
Author(s):  
Nouran NASHAAT ◽  
Rasha ABD EL AZIZ ◽  
Marwa ABDEL AZEEM
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Online Learning Environment ◽  
Online Student ◽  
Course Structure ◽  
Mediating Role ◽  
Online Tutorials ◽  
Proposed Model ◽  
The Relationship

The present study uses a proposed model to explore satisfaction and commitment of students in an online learning environment. First, it presents the key determinants of student satisfaction and their impact on student commitment. Second, it examines the significance impact of each of the three key determinants namely course structure, online tutorials flexibility and technology quality on both student satisfaction and commitment.

scholarly journals The Role of the Instructor, Motivation, and Interaction in Building Online Learning Satisfaction during the COVID-19 Pandemic

2021 ◽  
Vol 19 (5) ◽  
pp. pp401-415
Author(s):  
Marsela Thanasi-Boçe
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Structural Model ◽  
Partial Least Square ◽  
Least Square ◽  
Equation Modeling ◽  
Motivation Interaction

This study aims to examine the role of instructor, motivation, and interaction in building students’ perceptions of and satisfaction with online learning (OL). It proposes a structural model based on data collected from 446 graduate and undergraduate students who attended online courses during the first COVID-19 lockdown. The data analysis was conducted using partial least square structural equation modeling (PLS-SEM). The results reinforced the role of interaction and instructors in strengthening students’ motivation, especially highlighting interaction as a facilitator of how instructors motivate their students. Motivation, interaction, and the instructor’s role contributed to positive OL perceptions, which in turn generated greater student satisfaction. This study also revealed that interaction is the factor with the highest impact on OL perception. The instructor’s role in motivating students was found to be higher if a greater interaction was present in the online platform. However, the students did not derive OL satisfaction directly from their instructors; rather, satisfaction was generated only when motivation, interaction, and positive OL perceptions emerged. Finally, gender differences were identified in the students’ OL satisfaction. Females derived a greater level of motivation, OL perception, and satisfaction from interactions with their instructors and peers, while the male students’ OL perception and satisfaction were not affected by their instructors.

Humorous Presence in Online Learning

2022 ◽  
pp. 96-105
Author(s):  
Gary Ritter
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Social Presence ◽  
Recent Literature ◽  
Instructional Designers ◽  
Memory Retention ◽  
Negative Effects ◽  
Instructor Presence

Online learning is an established and growing segment of higher education. Instructors, instructional designers, and leadership should focus on establishing instructor and social presence to overcome student feelings of isolation and boredom which can lead to disengagement and have negative effects on learning. The use of humor is an effective tool to combine with instructor presence to help improve student engagement, satisfaction, and memory retention. This chapter will review recent literature on the subjects of instructor presence, boredom, and humor and make recommendations for its use.

scholarly journals IMPACT OF ONLINE TEACHING TECHNIQUES ON STUDENT ENGAGEMENT IN ENGINEERING DYNAMICS

2021 ◽  
Author(s):  
Ahmad Ghasemloonia ◽  
Meera Singh
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Education ◽  
Student Outcomes ◽  
Online Teaching ◽  
Primary Objective ◽  
Student Survey ◽  
Course Structure ◽  
Learning Techniques ◽  
Survey Results

Engineering Dynamics has historically been one of the most challenging courses in the engineeringcurriculum. At this institution, Dynamics is taken by approximately 500 students annually and the failure rate has been between 15-20% for the past 10 years. This rate has serious implications on program length and student retention. In the last few years, comprehensive studies have been conducted by the authors aimed at improving these statistics. Plans to focus further on improvingstudent engagement in Dynamics were made critical in Fall 2020 due to the COVID-19 pandemic and the consequential requirement that it had to be offered completely online. The primary objective when setting up this online offering of Dynamics was to maximize student engagementwhile leveraging the new possibilities of online education. This paper reflects on the impacts of the details of the course structure on student engagement. In addition to student outcomes, student survey results associated with the impacts of online learning are analyzed. Some challenges are identified that require further focus and evaluation. It is concluded that student outcomes inEngineering Dynamics may benefit post-pandemic by implementing some of the online learning techniques adopted in Fall 2020 in a blended course delivery.

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