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Relationships among Faculty Training, Faculty Degree, Faculty Longevity, and Student Satisfaction in Online Higher Education
ARTICLE

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Online Journal of Distance Learning Administration Volume 18, Number 4 ISSN 1556-3847

Abstract

With the ever-increasing availability of online education opportunities, understanding the factors that influence online student satisfaction and success is vital to enable administrators to engage and retain this important stakeholder group. The purpose of this ex-post-facto, nonexperimental quantitative study was to investigate the impact of faculty professional development, faculty degree status, and faculty longevity upon online student satisfaction and success. A large, archived dataset from an online public state university was analyzed. Repeated measures Hierarchical Linear Modeling (HLM) analysis was used to explore changes in student satisfaction over time. Results showed that both training and degree were not significant predictors of student satisfaction. On the contrary, faculty longevity was found to be a predictor of student satisfaction. Recommendations for future research include incorporating qualitative analysis and expanding the study to diverse institutional types to determine whether findings are consistent.

Citation

Kane, R.T., Shaw, M., Pang, S., Salley, W. & Snider, J.B. Relationships among Faculty Training, Faculty Degree, Faculty Longevity, and Student Satisfaction in Online Higher Education. Online Journal of Distance Learning Administration, 18(4),. Retrieved September 19, 2019 from .

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