Faculty Actions that Result in Student Satisfaction in Online Courses
ARTICLE
Lana C. Jackson, Stephanie J. Jones, Roy C. Rodriguez
Journal of Asynchronous Learning Networks Volume 14, Number 4, ISSN 1939-5256
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/.

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Cited By
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The Role of Intercessory Prayer in Fostering Students’ Sense of Connectedness in Distance Education Courses
Robin LaBarbera, Biola University, United States
International Journal on E-Learning Vol. 15, No. 3 (August 2016) pp. 361–378
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Online Learning: Students’ Perception, Satisfaction, and Comfort
Sean Lancaster & Paula Lancaster, Grand Valley State University, United States
Global Learn 2016 (Apr 28, 2016) pp. 460–465
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