Abstract

This action research case study examines evidence of deeper learning principles as purposefully designed and evidenced in an online course and corroborated by the Distance Education Learning Environments Survey instrument. Findings indicate that even when deeper learning principles are used to design learning activities, other factors interact with learner perceptions of satisfaction. Recommendations for best practices are provided as a measure of reflexive instructional design that supports deeper learning. (Contains 2 tables.)

Citation

Wickersham, L.E. & McGee, P. (2008). Perceptions of Satisfaction and Deeper Learning in an Online Course. Quarterly Review of Distance Education, 9(1), 73-83. Retrieved September 1, 2024 from https://www.learntechlib.org/p/106677/.

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Keywords

• action research
• best practices
• case studies
• Classroom Environment
• College Faculty
• Computer Assisted Instruction
• course evaluation
• Curriculum Implementation
• distance education
• electronic learning
• EVALUATION METHODS
• Graduate students
• Guidelines
• instructional design
• Instructional Effectiveness
• Integrated Learning Systems
• learner engagement
• Learning Processes
• learning strategies
• online courses
• Participant Satisfaction
• student attitudes
• Student Surveys
• teacher attitudes
• Teacher Surveys
• Virtual Classrooms
• Web Based Instruction