Dimensions of Student Satisfaction on Online Programs

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.

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A comparison of student engagement in the online vs. face-to-face environment

Innovations in Teaching & Learning Conference Proceedings ◽

10.13021/g80s3p ◽

2016 ◽

Vol 8 ◽

Author(s):

Jennifer Brielmaier ◽

Ying-Ying Kuo

Keyword(s):

Student Engagement ◽

Student Satisfaction ◽

Online Teaching ◽

Teaching And Learning ◽

Course Design ◽

Online Courses ◽

Complete Analysis ◽

Face To Face ◽

Significant Difference ◽

The Face

Enhancing student engagement has been a goal of increasing importance in higher education. This may be especially valuable in online courses, where face-to-face interactions and synchronous activities are often minimal or nonexistent. Students are thought to be engaged when they view course activities as meaningful, persist in the face of difficulties or obstacles, and wish to learn to achieve mastery of the material (Bomia et al., 1997; Schlecty, 1994). Given the importance of student engagement for effective teaching, it is important for instructors and course designers to understand the factors that foster engagement within the learning environment.The present study sought to measure and compare student satisfaction and engagement in online vs. face-to-face sections of Physiological Psychology taught in Spring and Fall 2015. An end of semester survey, adapted from the literature (Dixson, 2010; Ouimet & Smallwood, 2005), included 18 questions relevant to learner satisfaction, motivation and engagement. The preliminary data analysis was based on Spring 2015 data collected from 56 students total (22 online, 34 face-to-face). The findings indicated that there was no statistically significant difference between the online and face-to-face sections for student learning satisfaction and overall engagement levels. Results suggest that online teaching and learning can be comparable to the face-to-face environment on these parameters. More complete analysis of the data from the Spring, Summer, and Fall 2015 semesters, as well as a discussion of implications for course design, will be presented. Faculty and course designers will learn about strategies for measuring and promoting student engagement within their own courses.

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An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

Online Learning ◽

10.24059/olj.v15i2.196 ◽

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.

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How to Design an Active E-Course?

Multicultural Instructional Design ◽

10.4018/978-1-5225-9279-2.ch009 ◽

2020 ◽

pp. 197-224

Author(s):

Lilia Cheniti Belcadhi ◽

Sonia Ayachi Ghannouchi

Keyword(s):

Instructional Design ◽

Design Process ◽

Student Attitudes ◽

Online Courses ◽

Teaching Method ◽

Online Version ◽

Web Based ◽

Face To Face ◽

Instructional Design Process

Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

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MyLO

Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education ◽

10.4018/978-1-61350-074-3.ch011 ◽

2012 ◽

pp. 129-137

Author(s):

Si Fan ◽

Quynh Lê ◽

Yun Yue

Keyword(s):

Online Courses ◽

Tertiary Education ◽

Communication Services ◽

Web Based ◽

Education Management ◽

Face To Face ◽

Wide Range ◽

Face To Face Learning ◽

Management Students

As one of the key infrastructures within web-based learning, courseware is adopted by schools and universities to enable a systematic learning delivery and education management. Students in both traditional face-to-face learning and online courses can benefit from this technology. The wide range of courseware platforms are supporting course needs by offering great flexibility in information delivery, communication services, and collaboration. This chapter looks at the role of web-based courseware in tertiary education, using MyLO (My Learning Online) as an example. It reveals that courseware systems like MyLO have a great potential in facilitating collaborations and enhance interactions among lecturers and students. To achieve this, potential efforts from all perspective are required; including students, lecturers and faculties.

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

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch001 ◽

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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An Empirical Investigation of Factors Affecting Web-Based and Face-to-Face Student Satisfactions with Course Website

International Journal of Information Systems in the Service Sector ◽

10.4018/jisss.2012040102 ◽

2012 ◽

Vol 4 (2) ◽

pp. 19-32

Author(s):

Qidong Cao ◽

Xue Bai ◽

Thomas E. Griffin

Keyword(s):

Student Satisfaction ◽

Correlation Coefficients ◽

Online Students ◽

Web Based ◽

Factors Affecting ◽

Face To Face ◽

Education Delivery ◽

Website Features ◽

Z Transformation

Course Websites have been considered an increasingly important part of online as well as face-to-face education delivery formats. While a vast body of literature has been devoted to comparison of the online and traditional face-to-face courses, little research of student satisfaction with respect to course Websites differentiated between the online and face-to-face students. In order to improve quality of course Websites, the effort was aimed at identifying important predictors of the satisfaction of online students and face-to-face students. This study conducted Fisher’s z transformation and test to compare correlation coefficients of each of Website features and the student satisfaction between two groups of student. Williams’ T-test was performed to compare correlation coefficients, with the student satisfaction, of different Website features within one group, online or face-to-face students. The results showed that online students and face-to-face students had different focuses on Website features. Educational administrators, instructors and system developers might accordingly apply limited resources on improvement of most important features to efficiently increase student satisfaction.

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The Application of Web and Educational Technologies in Supporting Web-Enabled Self-Regulated Learning in Different Computing Course Orientations

International Journal of Information and Communication Technology Education ◽

10.4018/jicte.2011010107 ◽

2011 ◽

Vol 7 (1) ◽

pp. 70-79 ◽

Cited By ~ 10

Author(s):

Chia-Wen Tsai ◽

Pei-Di Shen

Keyword(s):

Online Courses ◽

Database Management System ◽

Educational Institutions ◽

Web Based ◽

Face To Face ◽

Self Regulated Learning ◽

Packaged Software ◽

Regulated Learning ◽

Computing Skills ◽

The Face

Many educational institutions provide online courses; however, the question whether they can be as effective as those offered in the face-to-face classroom format still exists. In addition, it also remains unclear whether every subject is appropriate to be delivered in web-based learning environments. Thus, the authors redesigned two courses with different orientations and conducted a quasi-experiment to examine the effects of web-enabled self-regulated learning (SRL) in different course orientations on students’ computing skills. Four classes with 173 students from the courses ‘Database Management System’ and ‘Packaged Software and Application’ were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (SRL vs. non-SRL) experimental groups. The results showed that students who received the intervention of web-enabled SRL had significantly higher grades on the examination for certificates than those that did not receive this intervention, whether in design-oriented or procedural-oriented computing courses. Moreover, students in the two different courses had very similar scores, which resulted in non-significant differences in their end-of-term computing skills.

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Teaching Statistics and Operations Research Online

Cases on Successful E-Learning Practices in the Developed and Developing World ◽

10.4018/978-1-60566-942-7.ch020 ◽

2010 ◽

pp. 298-311 ◽

Cited By ~ 1

Author(s):

A. Juan ◽

J. Faulin ◽

P. Fonseca ◽

C. Steegmann ◽

L. Pla ◽

...

Keyword(s):

Operations Research ◽

Online Teaching ◽

Teaching And Learning ◽

Online Courses ◽

Web Based ◽

Face To Face ◽

Face To Face Instruction ◽

Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

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Performance, Interaction, and Satisfaction of Graduate EAP Students in a Face-to-Face and an Online Class: A Comparative Analysis

TESL Canada Journal ◽

10.18806/tesl.v36i3.1324 ◽

2019 ◽

Vol 36 (3) ◽

pp. 132-153

Author(s):

Dmitri Stanchevici ◽

Megan Siczek

Keyword(s):

International Students ◽

Student Satisfaction ◽

Learning Community ◽

Academic Writing ◽

Online Courses ◽

Comparative Case Study ◽

Computer Assisted ◽

American University ◽

Writing Courses ◽

Face To Face

Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants’ performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants’ final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts. Les étudiantes et étudiants internationaux tiennent parfois à remplir certaines exigences institutionnelles en ligne avant de se rendre dans leur pays d’accueil. L’enseignement assisté par ordinateur pour les apprenantes et apprenants d’anglais langue seconde fait l’objet de nombreuses études, mais peu d’entre elles portent sur des cours d’écriture d’anglais académique (EAP) complètement dispensés en ligne. Entièrement basée sur la recherche-action, la présente étude de cas comparative fait état du degré de comparabilité des résultats d’un cours d’anglais académique de deuxième cycle complètement présenté en ligne à des étudiantes et étudiants internationaux inscrits à une université nord-américaine et des résultats obtenus lorsque le même cours était dispensé en personne. Une analyse quantitative et qualitative des rendements des participantes et participants et du cours lui-même a indiqué que les résultats et le degré de satisfaction des étudiantes et étudiants des deux cohortes se valaient. L’examen des rapports de recherche finaux des participantes et participants et celui des interactions en ligne ont toutefois révélé des écarts et des défis. Sur la base de ces constatations, il est recommandé que les futurs cours en ligne fournissent davantage d’instructions sur l’intégration des sources, sur les recherches en bibliothèque et sur la construction d’une communauté d’apprentissage interactif. Dans l’ensemble, les constatations de l’étude suggèrent que, s’ils sont soigneusement conçus, évalués et peaufinés, les cours complètement dispensés en ligne sont très prometteurs dans des contextes d’écriture en anglais académique.

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