Alexandria Digital Research Library

Student Satisfaction with Online Learning

Author:
Sterling, Kenneth W.
Degree Supervisor:
Michael Gerber and Sharon Conley
Place of Publication:
[Santa Barbara, Calif.]
Publisher:
University of California, Santa Barbara
Creation Date:
2015
Issued Date:
2015
Topics:
Educational leadership, Instructional design, Higher education, Educational technology, and Education policy
Keywords:
Online learning
Instructional design
Human interaction
Online education
Educational technology
Student satisfaction
Genres:
Dissertations, Academic and Online resources
Degree Grantor:
University of California, Santa Barbara. Education
Dissertation:
Ph.D.--University of California, Santa Barbara, 2015
Description:

This study sought to provide an analysis of online education in higher education with a focus on how the condition of human interaction will affect students' satisfaction relating to their online class experiences. The central question the study sought to answer is: What aspects of human interaction (instructor, teaching assistant [TA], student peer) have led to students' satisfaction with online courses in the UC online setting? This study used mixed methods of quantitative survey items, qualitative survey items, and qualitative interviewing to explore student perceptions of human interaction. Students in 21 undergraduate, online courses (n = 253) at three UC campuses completed an online survey. Then eight students were interviewed, as their open-ended responses could provide more insight into their experiences with online learning. Descriptive statistics, correlation, and regression analysis were reported for the quantitative portion of the study. Regarding means, analyses revealed that students reported moderate opportunities available to them for human interaction in their online classes. For perceived opportunities for human interaction with TAs, the mean score was 3.45 (between 3 "a few opportunities" and 4 "not much opportunity") on a Likert Scale. In addition, perceptions of participation with human interaction by students appeared lower, on average, than perceived opportunities.

Further, a relationship between students' perception of TA availability and their overall satisfaction with the online course was among the relationships found. In addition, opportunities for human interaction emerged as a significant predictor of satisfaction in a regression. For the qualitative portion of this study, open-ended questions and interview results revealed that students' perceived opportunities for human interaction and participation with TAs enhanced their experiences with online courses. Implications for research and practice were identified. For example, design of online courses should consider the use of TAs to enhance student satisfaction.

Physical Description:
1 online resource (135 pages)
Format:
Text
Collection(s):
UCSB electronic theses and dissertations
ARK:
ark:/48907/f3f769r3
ISBN:
9781339084831
Catalog System Number:
990045716170203776
Rights:
Inc.icon only.dark In Copyright
Copyright Holder:
Kenneth Sterling
File Description
Access: Public access
Sterling_ucsb_0035D_12576.pdf pdf (Portable Document Format)