Components associated with perceived student satisfaction in a technology-enhanced secondary astronomy course
William Joseph Brotz, University of Pittsburgh, United States
University of Pittsburgh . Awarded
A technology-enhanced course has many components that contribute to student satisfaction. Although technology plays a role in the delivery of instruction, the focus of this study was to identify student satisfaction with several Components: modes of discussion, modes of research, types of learning activities, modes of submitting assignments, modes of testing, and format of course materials. Additionally, the study described relationships between the learning styles and self-reported measures of student satisfaction for the 19 students in the study.
Results from this study indicated that participants were more satisfied with chat room discussions, web-based research, web-based testing, and online availability of course materials and grades than with techniques used in traditional classrooms. Based upon these results, a teacher who is concerned about student satisfaction in technology-enhanced courses should be aware that these teaching techniques were more satisfying to students in a technology-enhanced astronomy course.
It would be useful to do more study of the characteristics of technology-enhanced courses that affect student satisfaction and related outcomes.
Brotz, W.J. Components associated with perceived student satisfaction in a technology-enhanced secondary astronomy course. Ph.D. thesis, University of Pittsburgh.
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