Review of the Factors Influencing the Satisfaction of Learning in Online Courses at Marshall Univers

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Review of the Factors Influencing
theSatisfaction of Learning in Online Coursesat
Marshall University

• Jan I. Fox

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Problem Statement

• As various forms of online learning courses
  become more common at the university level,
  questions related to the student satisfaction
  becomes important. Understanding what factors
  influence student satisfaction and how to
  compensate for the lack of face-to-face
  communication in various instructional media will
  help utilze resouces and define effective
  educational strategies for online learning

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Significance

• Number of students enrolled in distance education
  courses will jump from 710,000 in 1998 to 2.2
  million in 2002 (IDC)
• 84 two-year institutions will develop online
  courses by 2002 (58 currently)
• 85 four-year institutions will develop online
  courses by 2002 (62 currently)
• Access to new student populations
• Technical infrastructure and implementation costs
• Planning new programs
• Reporting to Boards and External Agencies
• Institutional Reputation

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Variables
INDEPENDENT DEPENDENT

• Amount and Type of Learner Interaction and
  Feedback
• Reasons for Students Taking the Course
• Preparation and Experience of Instructors
  Teaching the Course
• Course Pacing
• Nature of Instructional Strategies Used
• Participant Experience with Online Course Tool

• Satisfaction with Online Courses at Marshall
  University

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Major Studies

• Thach and Murphy (1995)
• List of Competencies (103 distance education
  professionals)
• Dolence and Norris (1995)
• Transforming Higher Education
• Moore and Kearsley (1996)
• Variables for effectiveness of distance education
• Mayadas (1997)
• Alfred P. Sloan Foundation
• Russell (1999)
• No Significant Difference (248 Research Reports)

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Principles of Good Practice

• (Chickering and Gamson, 1987 Chickering
  and Ehrman, 1996)
• Encourages Contacts Between Students and Faculty
• Develops Reciprocity and Cooperation Among
  Students
• Uses Active Learning Techniques
• Gives Prompt Feedback
• Emphasizes Time on Task
• Communicates High Expectations
• Respects Diverse Talents and Ways of Learning

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Research Questions

• What is the relationship, if any, of the amount
  and type of learner interaction and feedback have
  on student satisfaction with participation in an
  online course offered by Marshall University?
• What is the relationship, if any, of the reasons
  for students taking the course have on student
  satisfaction with participation in an online
  course offered by Marshall University?
• What is the relationship, if any, of the
  preparation of instructors teaching the course
  have on student satisfaction with participation
  in an online course offered by Marshall
  University?

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Research Questions

• What is the relationship, if any, of the amount
  and type of learner interaction and feedback have
  on student satisfaction with participation in an
  online course offered by Marshall University?
• What is the relationship, if any, of the reasons
  for students taking the course have on student
  satisfaction with participation in an online
  course offered by Marshall University?
• What is the relationship, if any, of the
  preparation of instructors teaching the course
  have on student satisfaction with participation
  in an online course offered by Marshall
  University?

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Population

• Marshall University Students Enrolled in Online
  Courses During Fall 1999
• Course N50 with 45 unique faculty members
• Students N1129
• Undergraduate E-courses
• Course N32
• Students N714
• Graduate T-courses
• Course N18
• Students N415

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Instruments

• Flashlight Current Student Inventory
• Flashlight Faculty Gap Analysis

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Data

• Collection
• Banner Student Information System
• Online via WebCT footer for Flashlight Current
  Student Inventory
• Distribution of Flashlight Faculty Gap Analysis
  to Online faculty
• Analysis
• Descriptive Statistics
• Regression Analysis for learner interaction and
  feedback, reason taking the course, and students
  prior experience with online course tool
• Correlations for experience of faculty, course
  pace and combination of instruction strategies

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Results for DemographicsAge Distribution
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Results for DemographicsGender Distribution
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Results for DemographicsRace Distribution
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Results for DemographicsEducational Background
Distribution
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Overall Online Course Satisfaction
Scale 1 Very Dissatisfied 2 Dissatisfied
3 Satisfied 4 Very Satisfied
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What is the relationship, if any, does the amount
and type of learner interaction and feedback have
on student satisfaction with participation in an
online course offered by Marshall University?
R2 .36
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What is the relationship, if any, does the
reasons for students taking the course have on
student satisfaction with participation in an
online course offered by Marshall University?
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What is the relationship, if any, does the
preparation and experience of instructors
teaching the course, have on student satisfaction
with participation in an online course offered by
Marshall University?
R2 .193
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What is the relationship, if any, does the course
pacing have on student satisfaction with
participation in an online course offered by
Marshall University?
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What is the relationship, if any, does the type
and combination of instructional strategies used
have on student satisfaction with participation
in an online course offered by Marshall
University?
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What is the relationship, if any, does prior
educational background of the student have on
student satisfaction with participation in an
online course offered by Marshall University?
R2 .063
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Online Course Retention
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Summary

• Marshall University is attracting a new
  demographic profile for students taking online
  courses.
• Students are more likely to be older than
  traditional students, with a higher percentage of
  females.
• Student satisfaction is influenced by the amount
  and type of learner interaction and feedback, the
  reason why a student takes a course, faculty
  technical expertise, the pace of the course, and
  the type of instructional strategies employed in
  the course.
• The data did not support the notion that a
  student's expertise in the online course delivery
  product called WebCT influenced student
  satisfaction.
• Online courses had a higher retention rate than
  traditional courses

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Implications for Higher Education

• Online courses can increase student population,
  particularly in the non-traditional student
  population.
• Online courses can improve access both within the
  state of West Virginia and globally.
• Student interaction with faculty and other
  students is an essential characteristic and is
  facilitated through a variety of ways including
  e-mail.
• Online courses provide a new level of convenience
  for learners.

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Implications for Higher Education

• Online courses requires new demand on faculty
  development and training.
• Instructor training and assistance, including
  peer mentoring, should continue through the
  progression of the online course.
• Feedback to student assignments and questions is
  constructive and provided in a timely manner.
• The assessment of online programs effectiveness
  should be continual and reviewed on an ongoing
  basis.

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Recommendations

• Students isolation and effective advising from
  instructors need closer investigation.
• Reviewing an entire online program would provide
  a greater depth of knowledge
• Sampling of students who exit a course prior to
  completion
• Adding qualitative to the study
• Establish new type of faculty training and
  mentoring programs
• Provide interaction and feedback opportunities
  throughout all aspect of an online course

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Questions
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