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Student satisfaction and frustration with online education: A CMC theoretical analysis

, Gonzaga University, United States

Gonzaga University . Awarded


Although online education is praised for convenience, a stigma still remains about its quality. Constant comparisons to traditional methods coupled with a popular belief that online education is "easier" continue to denigrate online learning to an inferior alternative. Online education and the technology behind it are innovative but their relative immaturity has limited most of the research to an institutional perspective. This exploratory study examines the student perspective of online education in terms of personal satisfaction and frustration by interviewing eight students with online education experience and analyzing their perceptions using existing computer mediated communication theories. This study provides insight into the unique communication aspects of online education and shows how the rate of information exchange in online environments is expanding beyond originally understood capacities. Computer mediated communication theory should advance to reflect current channel and rate capacity if we are to fully understand the potential of online education.


Tohm, C. Student satisfaction and frustration with online education: A CMC theoretical analysis. Master's thesis, Gonzaga University. Retrieved April 24, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

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