You are here:

Perceptions of Satisfaction and Deeper Learning in an Online Course


Quarterly Review of Distance Education Volume 9, Number 1, ISSN 1528-3518


This action research case study examines evidence of deeper learning principles as purposefully designed and evidenced in an online course and corroborated by the Distance Education Learning Environments Survey instrument. Findings indicate that even when deeper learning principles are used to design learning activities, other factors interact with learner perceptions of satisfaction. Recommendations for best practices are provided as a measure of reflexive instructional design that supports deeper learning. (Contains 2 tables.)


Wickersham, L.E. & McGee, P. (2008). Perceptions of Satisfaction and Deeper Learning in an Online Course. Quarterly Review of Distance Education, 9(1), 73-83. Retrieved January 20, 2022 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact