Abstract

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 two 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. (Contains 17 tables.)

Citation

Jackson, L.C., Jones, S.J. & Rodriguez, R.C. (2010). Faculty Actions that Result in Student Satisfaction in Online Courses. Journal of Asynchronous Learning Networks, 14(4), 78-96. Retrieved February 27, 2021 from https://www.learntechlib.org/p/53550/.

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.

Keywords

• Aptitude Treatment Interaction
• Community Colleges
• course evaluation
• distance education
• Mail Surveys
• online courses
• Participant Satisfaction
• student attitudes
• Student Evaluation of Teacher Performance
• Teacher Behavior
• Teacher Role
• Web Based Instruction