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Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses
PROCEEDINGS

, Teacher Education University, United States

EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Students have been documented as achieving and being satisfied in online classes. However, the perception still exists that isolation reduces satisfaction and achievement. Student-instructor interaction, student-student interaction, and student-content interaction each exist in online classes. It has yet to be determined if a statistically significant degree of differences or variations in any of these interactions are related to differences or variations in student perceived achievement or satisfaction. This quantitative study utilized a purposive sample of 155 K-12 educators enrolled in online graduate courses. Multiple regression analysis was conducted to examine the role of each interaction separate from the other interactions. Results demonstrated that each type of interaction was positively and significantly associated with perceived achievement and student satisfaction.

Citation

Bordelon, K. (2014). Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 572-579). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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