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

, Teacher Education University, 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

Students have been documented as achieving and reporting satisfaction in online instructional environments. However, the perception still exists that isolation from the instructor and other students reduces student satisfaction and achievement in an online class. It has been determined that student-instructor interaction, student-student interaction, and student-content interaction each exist in online classes and influence student perceived learning and satisfaction. What is problematic is that it has yet to be determined if a statistically significant degree of differences or variations in student-instructor interaction, student-student interaction, or student-content interaction are related to differences or variations in student perceived achievement or satisfaction in online graduate courses in the field of education. This quantitative study utilized a purposive sample of 155 K-12 educators who were enrolled in online, graduate courses completed an online survey containi

Citation

Bordelon, K. (2013). Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1058-1065). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2019 from .

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