Assessing distance learners' satisfaction with instruction: A quantitative and a qualitative measure

Abstract

Two approaches to student‐based evaluations were examined for their potential application to distance education. A study of the psychometric quality of the interaction survey—a quantitative measure of interaction—was initiated with eighty‐four university distance learners. Also studied was a qualitative, interactive, formative evaluation approach, Small Group Instructional Diagnosis (SGID), in which a facilitator gathers data about instruction from students. Participants included thirty‐nine distance education graduate students, twenty‐nine traditionally‐taught graduate students, forty‐five traditionally‐taught undergraduate students, and eight educators. Comparisons were made among groups in terms of overall effect and interactional instances of the SGID. Both evaluation approaches were examined regarding accuracy, utility, feasibility, and propriety standards. Accuracy and feasibility are emphasized with regard to the interaction survey and utility and feasibility with regard to the SGID. Results indicate the effectiveness of both approaches for assessing aspects of the instructional climate in the distance education classroom.