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Online Student Satisfaction: An Examination of Preference, Asynchronous Course Elements and Collaboration Among Online Students
PROCEEDINGS

, , , University of North Texas, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Online courses provide students the opportunity and flexibility to attend college courses on their own schedule and within the comforts of their own home. While most enjoy the flexibility offered by this type of course delivery method and the quality between distance (online) and face-to-face courses being relatively equal, the question has been raised about the student satisfaction in online or hybrid courses (online courses containing synchronous elements). This paper seeks to explore student satisfaction toward online courses through the lens of preference to delivery method, the impact of asynchronous instruction on satisfaction and the role of rapport/ collaboration between students in an online environment. To fully understand the impact that these aspects have on student satisfaction, a survey was constructed and distributed to the entire student population of the Learning Technologies department at a public institution of higher learning in Texas.

Citation

Marmon, M., Gordesky, J. & Vanscoder, J. (2013). Online Student Satisfaction: An Examination of Preference, Asynchronous Course Elements and Collaboration Among Online Students. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 380-386). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 17, 2019 from .

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