scholarly journals Student Satisfaction in the Virtual Classroom

2005 ◽  
Author(s):  
James Johnston ◽  
Jeff Killion ◽  
Jody Oomen
Keyword(s):  
Literature Review ◽  
Student Satisfaction ◽  
Online Instruction ◽  
Online Courses ◽  
Virtual Classroom ◽  
Design And Implementation

This article is a literature review that identifies contributors to student satisfaction with online instruction. Key among these contributors is flexibility within the course and contact with the instructor. Suggestions and steps are offered for the design and implementation of online courses.

scholarly journals Examining interactivity in synchronous virtual classrooms

2012 ◽  
Vol 13 (3) ◽  
pp. 228 ◽  
Author(s):  
Florence Martin ◽  
Michele A Parker ◽  
Deborah F Deale
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Teaching Style ◽  
Southeastern United States ◽  
Virtual Classroom ◽  
Immediate Feedback ◽  
Virtual Classrooms ◽  
Technology Program ◽  
Visual Presence ◽  
To Receive

<p>Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.</p>

Measuring Effectiveness in Online Instruction

2010 ◽  
pp. 1399-1403
Author(s):  
Louis B. Swartz ◽  
Michele T. Cole ◽  
Daniel J. Shelley
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Instruction ◽  
Online Courses ◽  
Educational Programs ◽  
Traditional Classroom ◽  
Educational Institutions ◽  
Future Trends ◽  
Access To Education ◽  
Online Classes

To remain competitive, expand access to education, and meet the needs of students, institutions of higher education are offering larger numbers of online courses. As online instruction increases, educational institutions, students and society need to make sure that online courses and programs are as effective as traditional classroom courses and educational programs. To address this need, this paper focuses on the question, “Are online courses and programs as effective as those taught in the classroom?” Numerous authors have addressed the question of the effectiveness of online classes (Keegan, D., 1996; Russell, T., 1999; Schulman, A.H. and Sims, R.L., 1999; Harasim, L. 2000; Ryan, R.C. 2000; Rivera, J.C. and Rice, M.L., 2002; Bernard, R.M., et al, 2004; Frantz, P.L. and Wilson, A.H., 2004; Suanpang, P., Petocz, P. and Kalceff, W., 2004; Fjermestad, Hiltz, S. and Zhang, Y. 2005; Weaver-Kaulis, A. and Crutsinger, C., 2006). Most studies center on student satisfaction and/or student learning. The studies have produced mixed results. This paper provides a summary of a number of important studies on the effectiveness of online courses and educational programs. It synthesizes the results from the studies and presents possible reasons for the differences in findings. It concludes with a discussion of future trends and suggestions for areas of further study.

scholarly journals Online instruction, e-learning, and student satisfaction: A three year study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Michele T. Cole ◽  
Daniel J. Shelley ◽  
Louis B. Swartz
Keyword(s):  
Student Retention ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Online Instruction ◽  
Online Courses ◽  
Hybrid Courses ◽  
Question Asking ◽  
Level Of Satisfaction ◽  
E Learning

<p>This article presents the results of a three-year study of graduate and undergraduate students’ level of satisfaction with online instruction at one university. The study expands on earlier research into student satisfaction with e-learning. Researchers conducted a series of surveys over eight academic terms. Five hundred and fifty-three students participated in the study. Responses were consistent throughout, although there were some differences noted in the level of student satisfaction with their experience. There were no statistically significant differences in the level of satisfaction based on gender, age, or level of study. Overall, students rated their online instruction as moderately satisfactory, with hybrid or partially online courses rated as somewhat more satisfactory than fully online courses. “Convenience” was the most cited reason for satisfaction. “Lack of interaction” was the most cited reason for dissatisfaction. Preferences for hybrid courses surfaced in the responses to an open-ended question asking what made the experience with online or partially online courses satisfactory or unsatisfactory. This study’s findings support the literature to date and reinforce the significance of student satisfaction to student retention.</p>

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

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.

Factors that affect student satisfaction with online courses

2018 ◽  
Vol 36 (2) ◽  
pp. 115-138
Author(s):  
ssang-cheol Lee ◽  
◽  
Jeong-a Kim ◽  
Keyword(s):  
Student Satisfaction ◽  
Online Courses

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

scholarly journals Institutional Collaboration on MOOCs in Education—A Literature Review

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Anne-Mette Nortvig ◽  
René B Christiansen
Keyword(s):  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Passive Resistance ◽  
Institutional Collaboration ◽  
The Us ◽  
E Learning ◽  
The Common ◽  
Common Learning

<p class="3">This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC collaboration, and looks into how existing knowledge about institutional collaboration on e-learning can be used in MOOC collaboration. The review is based on a literature search in databases and on snowballing techniques. It concludes that collaboration on MOOCs can be advantageous in terms of ensuring quality and innovation in the common learning designs, and that—in order to succeed—such projects need strategic and institutional support from all partners involved. Moreover, the review points out barriers concerning the reluctance of individual institutions to engage in national collaboration due to fear of potential loss of their own national branding and the teachers’ hesitancy or passive resistance to new educational platforms and formats.</p>

scholarly journals Making Online Instruction Count: Statistical Reporting of Web-Based Library Instruction Activities

2012 ◽  
Vol 73 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Tim Bottorff ◽  
Andrew Todd
Keyword(s):  
Literature Review ◽  
Online Instruction ◽  
Current Status ◽  
Library Instruction ◽  
Web Based ◽  
Face To Face ◽  
External Stakeholders ◽  
Considerable Confusion

Statistical reporting of library instruction (LI) activities has historically focused on measures relevant to face-to-face (F2F) settings. However, newer forms of LI conducted in the online realm may be difficult to count in traditional ways, leading to inaccurate reporting to both internal and external stakeholders. A thorough literature review is combined with the results of an investigative survey to reveal the current status of reporting such activities. The results reveal considerable confusion about the reporting of Web-based LI activities, even though a number of librarians are devoting significant amounts of time to this important and growing area of librarianship.

scholarly journals Elaboração de um framework para MOOC na Formação Contínua de Professores

2020 ◽  
Vol 58 (58) ◽  
Author(s):  
Carolina Amado ◽  
Ana Pedro
Keyword(s):  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Scoping Literature Review

O presente artigo decorre de uma investigação que tem como objetivo contribuir para a estruturação de um referencial para caracterizar Massive Open Online Courses, no âmbito da formação contínua de professores. Neste artigo iremos identificar quais as dimensões que a literatura assinala como adequadas para o design de MOOC. Para isso iremos adotar a abordagem qualitativa scoping literature review, cujo propósito passa por identificar e analisar dimensões formuladas em trabalhos relevantes publicados na área. Foi possível identificar um conjunto de necessidades relacionadas com as ofertas formativas para professores e questões de design de cursos massivos no âmbito da formação contínua de professores. Por aplicação de critérios de elegibilidade foram selecionados para análise nove artigos. Os resultados revelam a existência de um conjunto de recursos e decisões a valorizar e destacar aquando da implementação de cursos massivos para a formação contínua de professores, nomeadamente, os conteúdos, a avaliação, a descrição geral do curso, o público-alvo e a abordagem pedagógica.

Sign in / Sign up

Export Citation Format

Share Document