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Student satisfaction with online lea...

Walden University., Applied Management and Decision Sciences.

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Student satisfaction with online learning effectiveness at a Connecticut community college.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Student satisfaction with online learning effectiveness at a Connecticut community college./
作者:	Payne, Alina R.
面頁冊數:	148 p.
附註:	Adviser: Reza G. Hamzaee.
Contained By:	Dissertation Abstracts International70-01A.
標題:	Business Administration, Management. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3342452

Student satisfaction with online learning effectiveness at a Connecticut community college.
Payne, Alina R.

Student satisfaction with online learning effectiveness at a Connecticut community college. - 148 p.

Adviser: Reza G. Hamzaee.

Thesis (Ph.D.)--Walden University, 2008.

In recent years, institutions of higher education have dramatically increased the number of online courses and degree programs offered to students, and yet it remains unclear what factors determine student satisfaction with online course and instructor effectiveness. Accordingly, the purpose of this exploratory correlation study was to examine how factors related to courses and instructors contributed to student perceptions of course quality (CQ) and instructor effectiveness (IE). Six stepwise regression procedures assessed the effects of specific course and instructor characteristics on perceptions of CQ and IE across one year of course evaluation data collected in a northeastern 2-year college. Results revealed that IE, quality of readings and assignments, and quality of threaded discussions had significant effects on CQ. In turn, student ratings of CQ, instructor-inspired interest in course material, and instructor availability and helpfulness had significant effects on IE. The results of the study can allow higher education administrators to make more effective decisions regarding online instruction and course structure, thus leading to increases in student persistence and success within online courses and programs.Subjects--Topical Terms:

626628
Business Administration, Management.

Student satisfaction with online learning effectiveness at a Connecticut community college.
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245 1 0 $a Student satisfaction with online learning effectiveness at a Connecticut community college.
300 $a 148 p.
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502 $a Thesis (Ph.D.)--Walden University, 2008.
520 $a In recent years, institutions of higher education have dramatically increased the number of online courses and degree programs offered to students, and yet it remains unclear what factors determine student satisfaction with online course and instructor effectiveness. Accordingly, the purpose of this exploratory correlation study was to examine how factors related to courses and instructors contributed to student perceptions of course quality (CQ) and instructor effectiveness (IE). Six stepwise regression procedures assessed the effects of specific course and instructor characteristics on perceptions of CQ and IE across one year of course evaluation data collected in a northeastern 2-year college. Results revealed that IE, quality of readings and assignments, and quality of threaded discussions had significant effects on CQ. In turn, student ratings of CQ, instructor-inspired interest in course material, and instructor availability and helpfulness had significant effects on IE. The results of the study can allow higher education administrators to make more effective decisions regarding online instruction and course structure, thus leading to increases in student persistence and success within online courses and programs.
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