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.

scholarly journals Professors' Expectations About Online Education and Its Relationship With Characteristics of University Entrance and Students' Academic Performance During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Karla Lobos Peña ◽  
Claudio Bustos-Navarrete ◽  
Rubia Cobo-Rendón ◽  
Carolyn Fernández Branada ◽  
Carola Bruna Jofré ◽  
...  
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Online Courses ◽  
Longitudinal Design ◽  
First Semester ◽  
Student Academic Performance ◽  
Academic Information ◽  
University Performance ◽  
Prospective Longitudinal ◽  
The Impact

Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.

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.

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.

scholarly journals Exploring the Role of Malaysian Student’s Intrapreneurial Self-Capital in the Relationship between Satisfaction with Life, Academic Performance, and Flourishing

2020 ◽  
Vol 12 (2) ◽  
pp. 580
Author(s):  
Chua Bee Seok ◽  
Pan Lee Ching ◽  
Rosnah Ismail
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Satisfaction With Life ◽  
Mediating Effect ◽  
Self Concept ◽  
Student Academic Performance ◽  
The Relationship ◽  
Significant Direct Effect

Intrapreneurial self-capital is the construct coined by Di Fabio as a core of individual resources used to cope with career and life construction challenges. In this study, we used the model of Individual Differences in Evaluating Life Satisfaction (IDELS) to examine the mediating role of intrapreneurial self-capital in the relationship between life satisfaction and flourishing among Malaysian undergraduate students. The Intrapreneurial Self-Capital Scale (ISCS), Satisfaction with Life Scale (SWLS), and Flourishing Scale were administered to 665 undergraduate students from one of the public universities in Kota Kinabalu, Sabah, Malaysia. The results reported a significant direct effect of student satisfaction with life to flourishing. A significant path coefficient was also found from satisfaction with life and student academic performance to intrapreneurial self-concept providing the support that student satisfaction with life and academic performance has a positive effect on their intrapreneurial self-concept. The coefficients from intrapreneurial self-concept to flourishing was also significant. This provides initial support that an intrapreneurial self-concept may have a positive mediating effect on the relationship between satisfaction with life, academic performance, and flourishing. We found that the indirect effects of satisfaction with life and academic performance on flourishing through intrapreneurial self-concept were significant. These results provided further support for the mediating effect of intrapreneurial self-concept. The analysis also that revealed satisfaction with life was significantly and positively related to flourishing. However, the finding showed no significant direct effect of student academic performance on flourishing.

E-learning and learning styles: students' reactions to web-based Language and Style at Blackpool and The Fylde College

2006 ◽  
Vol 15 (3) ◽  
pp. 307-320 ◽  
Author(s):  
Judith Poole
Keyword(s):  
Learning Styles ◽  
Online Courses ◽  
Initial Assessment ◽  
Individual Student ◽  
Traditional Teaching ◽  
Web Based ◽  
E Learning ◽  
Subject Areas ◽  
Students Attitudes ◽  
The Individual

The issue of learning styles and how they affect students' attitudes to pursuing online courses is a key issue for the development of web-based teaching. The focus of this article is how learning styles seem to have affected students' attitudes to undertaking the web-based Language and Style course at Blackpool and The Fylde College in 2004–5. The course was delivered in a blended format, incorporating both web-based and traditional teaching. The students' learning styles were assessed both at the onset and the end of the course. In this article I discuss students' reactions to the course and how these might be linked to the learning styles they exhibited at the time of the assessments. As a result of the investigation reported here, I suggest that an initial assessment of learning styles can be useful in predicting the kinds of web-based activities likely to prove valuable to the individual student. Potentially, this has consequences for the development of web-based and other learning materials in other subject areas.

scholarly journals Adaptive Help System Based on Learners ‘Digital Traces’ and Learning Styles

2021 ◽  
Vol 16 (10) ◽  
pp. 288
Author(s):  
Bentaib Mohssine ◽  
Aitdaoud Mohammed ◽  
Namir Abdelwahed ◽  
Talbi Mohammed
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Online Courses ◽  
Educational Systems ◽  
Web Based ◽  
E Learning ◽  
Interaction Traces ◽  
Enhanced Learning ◽  
Supporting Teachers ◽  
The Web

Learning management system (LMS) such as Claroline, Ganesha, Chamilo, Moodle ..., are commonly and well used in e-education (e-learning). Most of theTechnology Enhanced Learning (TEL) focus on supporting teachers in the creation and organization of online courses. However, in general, they do not consider individual differences of each learner. In addition, they do not provide enough indicators which will help to track the learners. In this paper, we investigate the benefits of integrating learning styles in the Web-based educational systems. Also we are interested in the use of interaction traces in order to address the lack of feedback between the learner and the teacher. Generally, we aim to offer a tool that allows the tutor and the instructional designer to interpret learner courses, in order to provide help as needed for each individual.

Dimensions of Student Satisfaction on Online Programs

2011 ◽  
pp. 585-590 ◽  
Author(s):  
Petek Askar ◽  
Oktay Dönmez ◽  
Gonca Kizilkaya ◽  
Volkan Çevik ◽  
Kerem Gültekin
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Quality Measure ◽  
Single Variable ◽  
Online Programs ◽  
Web Based ◽  
Face To Face ◽  
Significant Difference ◽  
Complex Phenomena ◽  
Research Studies

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.

Sign in / Sign up

Export Citation Format

Share Document