Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction
Jeffery C. Andersen, East Tennessee State University, United States
East Tennessee State University . Awarded
The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants’ demographic data, learner-instructor interaction data, learner-social media interaction data, and general course satisfaction data. Data from the survey were examined through the use of independent sample t-tests, one-way ANOVAs, and Pearson Correlations based on 10 participant demographic variables.
Of the 10 demographic variables, age, GPA, athletic team participation, and work status were found to have a statically significant relationship with the three constructs. The findings identified statistical significance between age, work status of participants, and the construct of learner-instructor interaction; between gender, athletic team participation, and the construct of social-media interaction; and between the age, GPA, work status, and the construct of general course satisfaction. Furthermore, learner-instructor interaction and learner-social media interaction had a statistically significant relationship with general course satisfaction. Overall, there was a strong positive correlation between both constructs of learner-instructor interaction and learner social media interaction with general course satisfaction.
Andersen, J.C. Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction. Ph.D. thesis, East Tennessee State 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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