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Education on demand: A study of cou...

Vieira, Michael J.

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Education on demand: A study of course completion and student satisfaction in student option enrollment courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education on demand: A study of course completion and student satisfaction in student option enrollment courses./
Author:	Vieira, Michael J.
Description:	148 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3954.
Contained By:	Dissertation Abstracts International66-11A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3196747
ISBN:	9780542420528

Education on demand: A study of course completion and student satisfaction in student option enrollment courses.
Vieira, Michael J.

Education on demand: A study of course completion and student satisfaction in student option enrollment courses. - 148 p.

Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3954.

Thesis (Ph.D.)--Capella University, 2006.

Traditional college students, as well as teachers, learners, and consumers of all ages, are used to any time anywhere service and product availability, but higher education has not been quick to respond to their needs. Using both quantitative and qualitative data, this study analyzes course completion and student satisfaction in the Student Option Enrollment (SOE) course modality. An SOE course provides students with both online and in-class education with the same instructor during the same semester and is presented as a new modality of instruction that could meet the demands of this population. The rate of completion was lower in SOE courses (50%) than either face-to-face (79%) or online (65%). Student satisfaction surveys, however, produced ratings that were slightly higher for SOE courses (4.56) than for online (4.39) and face-to-face (4.41). The qualitative data seemed to support both sets of data. An analysis of evaluative survey data using Pearson's r correlation indicates that there is no statistically significant relationship between course completion and student satisfaction in SOE students (r=.44, p=<.05). Finally, a series of descriptive narratives provide glimpses at the experiences of a successful student, a successful non-completer, a successful SOE faculty member, a traditional, non-traditional SOE faculty member, a futuring SOE faculty member, and the researcher. The data from focus groups and interviews suggest that the SOE course is not only a harbinger of what teaching and learning can become in the future, but also is a modality worth studying, replicating, and sharing.

ISBN: 9780542420528Subjects--Topical Terms:

543175
Education, Higher.

Education on demand: A study of course completion and student satisfaction in student option enrollment courses.
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520 $a Traditional college students, as well as teachers, learners, and consumers of all ages, are used to any time anywhere service and product availability, but higher education has not been quick to respond to their needs. Using both quantitative and qualitative data, this study analyzes course completion and student satisfaction in the Student Option Enrollment (SOE) course modality. An SOE course provides students with both online and in-class education with the same instructor during the same semester and is presented as a new modality of instruction that could meet the demands of this population. The rate of completion was lower in SOE courses (50%) than either face-to-face (79%) or online (65%). Student satisfaction surveys, however, produced ratings that were slightly higher for SOE courses (4.56) than for online (4.39) and face-to-face (4.41). The qualitative data seemed to support both sets of data. An analysis of evaluative survey data using Pearson's r correlation indicates that there is no statistically significant relationship between course completion and student satisfaction in SOE students (r=.44, p=<.05). Finally, a series of descriptive narratives provide glimpses at the experiences of a successful student, a successful non-completer, a successful SOE faculty member, a traditional, non-traditional SOE faculty member, a futuring SOE faculty member, and the researcher. The data from focus groups and interviews suggest that the SOE course is not only a harbinger of what teaching and learning can become in the future, but also is a modality worth studying, replicating, and sharing.
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