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Virtual Interaction: Design Factors Affecting Student Satisfaction and Perceived Learning in Asynchronous Online Courses
ARTICLE

Distance Education Volume 22, Number 2, ISSN 0158-7919

Abstract

Reports an empirical investigation that explored relationships between student perceptions and course design factors in 73 SUNY Learning Network courses in the Spring 1999 semester. Findings indicated that clarity of design, interaction with instructors, and active discussion among course participants significantly influenced students' satisfaction and perceived learning. (Contains 55 references.) (Author/AEF)

Citation

Swan, K. (2001). Virtual Interaction: Design Factors Affecting Student Satisfaction and Perceived Learning in Asynchronous Online Courses. Distance Education, 22(2), 306. Retrieved May 23, 2019 from .

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