The effects of online course format and three components of student perceived interactions on overall course satisfaction
Sheri Chejlyk, Capella University, United States
Capella University . Awarded
The purpose of this correlational study was to examine the relationship of course meeting format and student perception of the interaction variables of learner-learner interaction, learner-instructor interaction, and learner-content interaction, with student satisfaction in online and hybrid courses at the community college. A standardized web-based student satisfaction survey was administered to students enrolled in online or hybrid courses at a mid-size community college to assess the relationship between course meeting format, student perceptions of student interaction, and overall satisfaction. Data was analyzed using bivariate correlational analyses and multiple regression analyses. The independent predictor variables were course meeting format and student perceptions of interactions, including student-student interaction, student-instructor interaction, and student-content interaction, as measured by the Strachota Online Satisfaction Survey. The dependent criterion variable was course satisfaction, as measured by the Strachota Online Satisfaction Survey. Findings suggest that course format is not a significant contributor to overall student satisfaction with their course. From the remaining variables of student-student interaction, student-instructor interaction, and student-content interaction, a predictive model of student satisfaction was created and cross-validated.
Chejlyk, S. The effects of online course format and three components of student perceived interactions on overall course satisfaction. Ph.D. thesis, Capella University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com
Cited ByView References & Citations Map
Chin-Hsi Lin, Binbin Zheng & Yining Zhang, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 393–399
Yu-Chun Kuo, Jackson State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 363–369
Yu-Chun Kuo, Jackson State University; Andrew Walker & Brian Belland, Utah State University; Kerstin Schroder, University of Alabama at Birmingham
The International Review of Research in Open and Distributed Learning Vol. 14, No. 1 (Feb 14, 2013) pp. 16–39
Yu-Chun Kuo, Jackson State University, United States; Yu-Tung Kuo, National Chiao Tung University, Taiwan
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 662–670
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.