Abstract
Despite rapid evolution and innovation, “online learning” is no longer a universal term. There is a need to expand the existing research base to include subsets of online classrooms and include more diverse populations of learners. The overarching question for this study focused on synchronous online classroom satisfaction in a corporate setting. The researcher analyzed four years of historical learner-satisfaction data from post-class Level-1 satisfaction surveys from a Fortune 100 company. In total, 15,577 learner responses were collected, analyzed, and converged with data collected from employee focus groups related to synchronous online classroom satisfaction. The statistical analysis of learning satisfaction survey data yielded a significant difference in the scores reported by learners, with in-person classes receiving a higher overall score than synchronous online classes. The focus group results yielded a similar discovery, with participants indicating a preference for in-person classroom experiences and providing recommendations for improvement in the synchronous online classroom. Although there was a preference by a majority of the participants to attend trainings in-person, the majority also noted that they tended to feel a similar level of satisfaction for both modalities.
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