An Empirical Investigation of Student Achievement and Satisfaction in Different Learning Environments
ARTICLE
Jon Lim, May Kim, Steve S. Chen, Cynthia E. Ryder
Journal of Instructional Psychology Volume 35, Number 2, ISSN 0094-1956
Abstract
The purpose of this study was to investigate the effects of three different methods of instructional delivery (online instruction, traditional face-to-face instruction, and a combination of online and traditional instruction) on student achievement and satisfaction levels used in an undergraduate wellness course at a Midwestern university. Differences in the student ratings of the course and instructor, quality of learning, quality of communication, and support were also examined. One hundred fifty-three undergraduate students (71 men, 82 women; between the ages of 18 and 55 years, M = 22.5 years, SD = 7.0) completed a survey for this study. A survey was developed to examine student demographics, student perceptions of online learning, and student satisfaction levels. Comparing the mean scores of a written pretest and post-test among three groups was used to determine the content knowledge achievement of students. A one-way analysis of variance (ANOVA) and Post hoc Scheffe multiple comparisons were conducted to compare the effects of the three different methods of instructional delivery on student achievement and satisfaction levels. The results of this study indicated that students in the online learning group and the combined learning group had statistically significant higher levels of achievement than students in the traditional learning group (p less than 0.01). Students in the combined learning group had significant greater satisfaction levels with their overall learning experience than students in the traditional learning group (p less than 0.05). But, no significant differences were found between the online learning and traditional learning groups. Most students indicated that they would like to see an online option when enrolling for the course in the future. These findings suggest that a well-designed online course and a web-enhanced residential course can be effective in teaching wellness. (Contains 3 tables.)
Citation
Lim, J., Kim, M., Chen, S.S. & Ryder, C.E. (2008). An Empirical Investigation of Student Achievement and Satisfaction in Different Learning Environments. Journal of Instructional Psychology, 35(2), 113-119. Retrieved August 11, 2024 from https://www.learntechlib.org/p/101473/.
![](https://editlib-media.s3.amazonaws.com/sources/eric.png)
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
How can we design online courses that are effective for student learning? (Roundtable)
Antoinette Marie Davis, Colorado State University-Global Campus, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 420–430
-
Overcoming Students’ Frustration in Adopting a New Approach to Learning in Online Learning Environments: A Case Study in Higher Education
Mihyun Han, University of Connecticut, United States; Beomkyu Choi, Grand Valley State University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 165–170
-
How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction | Comment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone
Beomkyu Choi
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 42, No. 1 (Apr 14, 2016)
-
Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses
Kristi Bordelon, KB Consulting, United States
Global Learn 2015 (April 2015) pp. 232–239
-
Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses
Kristi Bordelon, Teacher Education University, United States
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 572–579
-
Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses
Kristi Bordelon, Teacher Education University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2731–2738
-
Online Student Satisfaction: An Examination of Preference, Asynchronous Course Elements and Collaboration Among Online Students
Michael Marmon, Josh Gordesky & Jared Vanscoder, University of North Texas, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 380–386
-
Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses
Kristi Bordelon, Teacher Education University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1058–1065
-
Investigations in Cyber-enabled Education: Merging indigenous and non-indigenous knowledge in a prototype course on snow and global climate
Kathryn Berry Bertram & Lori Schoening, University of Alaska K-12 Outreach, United States
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1246–1251
-
Comparison of Face-to-Face and Online Mathematics Learning of Sixth Graders
Clayton M. Edwards, Grundy Center Community School District, United States; Audrey C. Rule & Robert M. Boody, University of Northern Iowa, United States
Journal of Computers in Mathematics and Science Teaching Vol. 32, No. 1 (January 2013) pp. 25–47
-
Online Learning: Determinants of Success
Nada Salem, The George Washington University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 853–858
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.