Relative Academic Performance and Its Relation to Facet and Overall Satisfaction with Interactive Telecourses
Distance Education Volume 18, Number 2, ISSN 0158-7919
A survey of undergraduates taking 17 live, interactive telecourses at 68 remote sites revealed that high levels of relative performance were associated with (1) student satisfaction with the technological aspects of the course; (2) student satisfaction with the promptness of material exchange with the instructor; and (3) overall student satisfaction. Discusses practical implications of the results. (PEN)
Biner, P., Barone, N., Welsh, K. & Dean, R. (1997). Relative Academic Performance and Its Relation to Facet and Overall Satisfaction with Interactive Telecourses. Distance Education, 18(2), 318.
Cited ByView References & Citations Map
Karl Wuensch, Shahnaz Aziz, Erol Ozan, Masao Kishore & M. H. Nassehzadeh Tabrizi, East Carolina University, United States
International Journal on E-Learning Vol. 7, No. 3 (July 2008) pp. 523–532
K. L. Wuensch, S. Aziz, E. Ozan, M. Kishore & M. Tabrizi, East Carolina University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2422–2429
Edna Yaffe & Edna Tal, The Open University of Israel, Israel
EdMedia + Innovate Learning 2004 (2004) pp. 4101–4104
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.