Student Satisfaction In Online Courses Research Articles

Rapport, Course Technology, and Self-Regulated Learning as Predictors of Student Satisfaction in an Online Horticulture Program

Online courses have proliferated in higher education, which has provided greater opportunities for institutions and students. However, student attrition from online programs has been a perennial problem. One potential solution to help increase retention is to improve student satisfaction. Instructor characteristics, technology, and self-regulated learning are all variables, which could contribute to greater student satisfaction in online courses. However, little research exists regarding these variables within the context of online agriculture programs. Therefore, the purpose of this study was to determine predictors of student satisfaction in an online, multi-institutional, horticulture program. Students enrolled in the ACCEPtS horticulture program in spring and fall of 2020 were surveyed to determine their perceptions regarding professor-student rapport, technology, self-regulated learning, and course satisfaction. Results showed that students had favorable perceptions regarding professor-student rapport and technology, they mostly agreed they used self-regulated learning behaviors, and they were generally satisfied with the ACCEPtS program. Technology and professor-student rapport were significant predictors of student satisfaction; however, rapport was more robust and explained about a quarter of the variance in satisfaction. Rapport is an important contributor to student satisfaction in online courses, and instructors should utilize behaviors that contribute to the building of relationships.

Examining Social Presence, Team Cohesion, and Collaborative Writing in Online Teams

In a case study involving three asynchronous online professional writing courses, this research investigates students’ abilities to establish a social presence and build team cohesion via collaborative, team-based writing projects. Using the Community of Inquiry (COI) framework, this study is situated in the understanding that teaching and learning in higher education are not about the mere transmission of knowledge but that “teaching and learning are inherently interactive” as the terms of “community” and “inquiry” used in the framework suggest. Prior researchers have also established a clear connection between one element of the COI framework— social presence and student satisfaction in online courses. Findings from this study indicate participation in collaborative team assignments contributes to team cohesion and positively affects students’ ability to establish their social presence within online environments as well as transfer their knowledge to other contexts.

Characteristics of RN to BSN students in online programs

BackgroundRegistered nurse to baccalaureate in nursing (RN-BSN) programs has rapidly moved to online formats to increase the ability of working nurses to earn their BSN degree. Nursing faculty are tasked with designing programs to meet the needs of the nursing workforce using best practices for online learning. ObjectivesDescribe RN-BSN student perceptions of their online programs, including clinical experiences. Specific aims were: 1) evaluate student satisfaction in online courses, 2) describe experiences students were required to have to meet clinical objectives, 3) determine generational differences in satisfaction with online learning 4) determine the students' perception of the value of course content in online program 5) examine life responsibilities impacting student program participation. DesignA descriptive cross-sectional design with convenience sampling was used. SettingParticipants included 43 RN-BSN students currently enrolled in at least one online course at one of six accredited nursing programs across the United States. MethodsSurvey data were collected over 4 months in the summer of 2019. The research team created a 9-item online survey, including investigator-initiated questions and demographic information. ResultsOverall satisfaction in online programs was high. Technology, nursing informatics, computer classes, research and evidence-based practice, public health, pathophysiology, pharmacology, leadership, reading text books, assessment, brushing up on skills, and emotional intelligence were most valued content. Least valued content included discussion boards and group projects. Clinical requirements and setting varied across programs. Life responsibilities impacted students' participation in online programs. ConclusionsOverall, students were satisfied and found value in their online RN-BSN coursework. Clinical experiences varied between RN-BSN programs and participation in online courses was impacted by extracurricular obligations. Based on this study, more data regarding what could be counted as clinical hours is needed. Faculty need to consider alternative ways to achieve learning outcomes. This study's outcomes may help guide faculty in developing RN-BSN programs and student-centered courses.

Investigating Students’ Satisfaction with eLearning Courses: The Effect of Learning Environment and Social Presence

Student demand and budget shortages have influenced the need for land–grant institutions to offer online courses. Research has identified that online courses broaden the reach of land–grant institutions to students who may not have access to campus. Literature indicated student satisfaction in online courses should be routinely assessed in order to potentially improve online course delivery. This study was framed with the motivational needs theory and social presence theory. The purpose of this study was to measure students’ perceptions of the learning environment, social presence, and satisfaction in online courses. An electronic survey was implemented using the Tailored Design Method to collect the data. Learning environment was correlated with social presence, and learning environment and social presence were significant effects on students’ satisfaction p < .05. Learning environment and social presence accounted for 26% of the variance in students’ satisfaction with eLearning courses. Including social media tools in eLearning courses, may assist students enhance their social presence in the respective course. Designing types of assignments that involve collaboration among students, and instituting authentic learning experiences that align with student interests, will improve students’ social presence, the learning environment and student satisfaction in eLearning courses.

Faculty Actions that Result in Student Satisfaction in Online Courses

This study identified faculty actions which positively influenced student satisfaction in the online classroom at the community college level. The escalating demand for Internet-based, distance education courses has been met by an increased inventory of them. However, while online education has been in existence for over a decade, standardized practices in the online classroom have not been fully identified, developed, and implemented. Data was collected from student evaluations of web-based courses at two Texas community colleges. Descriptive statistics, bivariate correlations and multiple regressions were used to identify faculty behaviors which affected the satisfaction of students enrolled in these courses. The results of the study indicated that faculty actions within online courses appeared to impact student satisfaction. The identification of faculty actions which impact student satisfaction in online courses will greatly assist colleges and universities in strengthening their abilities to provide quality online experiences for their students.