Determining the attributes that contribute to satisfaction among marketing students at the university level: An analysis of the traditional/lecture method versus the Internet mode of instruction
Frank Keith Bryant, New Mexico State University, United States
New Mexico State University . Awarded
Distance education has emerged as an alternative to the traditional method of instruction in higher learning. Many universities are adopting this educational format for several reasons with the increased growth of the non-traditional student being one of them. Since many feel that student learning is one of the primary objectives of an institution of higher learning, there are those who wonder if distance education is a viable method to educate college students. Measuring the level of student satisfaction is one approach that can be used to ascertain the effectiveness of this learning format since students can be considered the “customers” in this instance. Three attributes, interaction and workload difficulty from the educational psychology literature, and technology, which applies directly with distance education, are identified as the attributes that may contribute to student satisfaction in both an offline and online setting. With the use of disconfirmation theory, one concept that has been used in the past to determine satisfaction, these attributes were applied to find out if there was a difference in the level of satisfaction experienced by students taking marketing courses in a traditional classroom setting and for students taking marketing courses solely online. By using MANOVA, a multivariate statistical technique, it was learned that there was a significant difference between the two modes of instruction with online instruction identified as the most satisfactory mode. Both the degree of interaction and the use of technology were found to be the significant determinants of student satisfaction. Ironically, the same two factors were also the primary determinants of student satisfaction for classroom instruction as well. Also in this study, there was an attempt to discern if there were any differences in student satisfaction in marketing courses experienced between Caucasians and non-White Hispanics. With the use of multiple regression, another multivariate statistical technique, it was determined that use of technology was the factor that contributed most to satisfaction among Caucasians and degree of interaction was the factor that contributed most to satisfaction among non-White Hispanics overall. Based on the results of this study, universities or specifically business colleges within universities may have a better idea of the characteristics in the marketing classroom that are important in fulfilling student expectations thus enhancing student satisfaction. This information may be helpful if used to gain an advantage in the higher education marketplace, a marketplace that has become increasingly competitive.
Bryant, F.K. Determining the attributes that contribute to satisfaction among marketing students at the university level: An analysis of the traditional/lecture method versus the Internet mode of instruction. Ph.D. thesis, New Mexico State University.
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