Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses

Abstract

This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions and course design factors in 73 SUNY Learning Network courses in the Spring, 1999 semester. The study found that three general factors – clarity of design, interaction with instructors, and active discussion among course participants – significantly influenced students’ satisfaction and perceived learning. Such findings are related to various kinds of interactivity and a ‘community of inquiry’ model of online learning.