Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses
Kristi Lee Bordelon, Northcentral University, United States
Northcentral University . Awarded
Students have been documented as achieving and reporting satisfaction in online instructional environments. However, the perception still exists that isolation from the instructor and other students reduces student satisfaction and achievement in an online class. It has been determined that student-instructor interaction, student-student interaction, and student-content interaction each exist in online classes and influence student perceived learning and satisfaction. What is problematic is that it has yet to be determined if a statistically significant degree of differences or variations in student-instructor interaction, student-student interaction, or student-content interaction are related to differences or variations in student perceived achievement or satisfaction in online graduate courses in the field of education. This quantitative study utilized a purposive sample of 155 K-12 educators who were enrolled in online, graduate courses completed an online survey containing questions regarding each type of interaction, achievement, and satisfaction. Multiple regression analysis was conducted to examine the role of each interaction separate from the other interactions. Results demonstrated that student-instructor interaction, student-content interaction, or student-student interaction were positively and significantly associated with perceived achievement (R2 = .890, p < .05) and student satisfaction (R2 = .897, p < .05). Student-instructor interaction and student-content interaction had the greatest influence on student perceived achievement (R2 = .882, F(2,153) = 601, p<.05) and all the influence on student satisfaction (R2 = .897, F(2,153) = 19, p<.05). Based on the results, it is recommended that institutions implement requirements and guidelines for student-instructor interaction and the incorporation of meaningful student-content interaction. To expand on the results of this study, future research is recommended to conduct the same study with a larger sample size to potentially improve the findings. Additionally, conducting a study with a different student population could potentially generalize the findings.
Bordelon, K.L. Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses. Ph.D. thesis, Northcentral University.
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Cited ByView References & Citations Map
Lee Heller, Nova Southeastern University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 81–91
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