You are here:

Making Teachers Feel Contented with Online Courses


USDLA Journal Volume 16, Number 2, ISSN 1537-5080


Presents results from a study of English teachers in Israel that examined levels of satisfaction with online courses and factors that influenced them. Highlights include connections between confidence levels and satisfaction levels; prior professional experience; delivery modes; communication with instructors and peers; course prerequisites; and course assessment criteria. (LRW)


Abramov, L. & Martkovich, N. (2002). Making Teachers Feel Contented with Online Courses. USDLA Journal, 16(2),. Retrieved February 20, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


View References & Citations Map

Cited By

  1. “Back to the Future”: A Review of Current Trends, Best Practices and Future Applications in Distance Education

    Ronald McBride, Karen McFerrin & Robert Gillan, Northwestern State University, United States; Milton Monroe, Northwestern State University College of Education, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 431–437

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact