Evaluation of Student Satisfaction: Determining the Impact of a Web-Based Environment by Controlling for Student Characteristics

Thurmond, Veronica A.; Wambach, Karen; Conners, Helen R.; Frey, Bruce B.

doi:10.1207/s15389286ajde1603_4

Cited by 202 publications

(132 citation statements)

References 11 publications

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“…Students in the online class were more satisfied than those who were in the FTF classes. But good teaching is also important, as others have found (Arbaugh, 2000c;Merisotis & Phipps, 1999;Thurmond et al, 2002). In our study, innovative instructors increased student satisfaction and learning; instructors who interacted with students increased their participation in classroom discussion.…”

Section: Discussionsupporting

confidence: 56%

“…Recent studies of DL classes in which satisfaction is the primary or sole dependent variable include Arbaugh (2000a, 2001), Inman, Kerwin, and Mayes (1999, Maki and Maki (2003), and Thurmond, Wambach, Connors, and Frey (2002). Based on these and other studies, we predict that there will be no difference in satisfaction between the students in the online classes and those in the FTF classes:…”

Section: Student Satisfactionmentioning

confidence: 82%

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Is it the Technology or the Teacher? A Comparison of Online and Traditional English Composition Classes

Finlay¹,

Desmet²,

Evans³

2004

Journal of Educational Computing Research

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Recent reviews of the literature on distance learning have reached two general conclusions. First, students are about as satisfied with the quality of their education in distance-learning (DL) classes as they are in traditional or face-to-face (FTF) classes. Second, students perform about as well in DL classes as they do in FTF classes. We examine this finding of "no significant difference" in a study of students at a public university in the Southeast who were enrolled in online and FTF versions of the same English Composition course. We looked at three student outcomes: satisfaction, learning, and participation in classroom discussion. We found that being in an online class had a positive effect on satisfaction and participation, but no effect on learning even when we controlled for instructor behaviors and classroom characteristics. We attribute the positive effect of being in an online class on student satisfaction-which directly contradicts the no-significant-difference assumption-to the way in which synchronous instruction mimics the traditional classroom. Our findings attest to the importance of both technology and instruction on student satisfaction, learning, and participation.

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Section: Discussionsupporting

confidence: 56%

Section: Student Satisfactionmentioning

confidence: 82%

Is it the Technology or the Teacher? A Comparison of Online and Traditional English Composition Classes

Finlay¹,

Desmet²,

Evans³

2004

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…For instance, Campbell and Oblinger (2007) insisted that female, majority, or second generation students would tend to achieve better learning outcomes in online learning than would their male, minority, or first generation peers. Through their research, Thurmond, Wambach, and Connors (2002) confirmed that there was an influence of age on the distance learners' academic achievement.…”

Section: Review Of Existing Student Readiness Instrumentsmentioning

confidence: 87%

“…In addition, Dray and Miszkiewicz (2007) included some items to derive information about the distance learner's demographic information (e.g. age, gender, and ethnicity) because demographic characteristics such as age, gender, or ethnicity were considered to be one of the more influential factors on success in online learning (Campbell, 2007;Campbell & Oblinger, 2007;Koch, 1998;Lim & Kim, 2002;Thurmond, Wambach, & Connors, 2002;Wojciechowski & Palmer, 2005). For instance, Campbell and Oblinger (2007) insisted that female, majority, or second generation students would tend to achieve better learning outcomes in online learning than would their male, minority, or first generation peers.…”

Section: Review Of Existing Student Readiness Instrumentsmentioning

confidence: 99%

An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

Richardson

2015

OLJ

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The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using exploratory factor analysis (EFA) and reliability analysis. Twenty items from three competencies–social competencies, communication competencies, and technical competencies–were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach’s Î± > .823). Twenty items remained in the final questionnaire after deleting two items which cross-loaded on multiple factors (social competencies with classmates: five items; social competencies with instructor: five items; communication competencies: four items; and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) instrument has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to gain a better understanding of the level of freshmen college students’ online learning readiness by measuring their social, communication, and technical competencies. In addition, this study examined two factors of social integration in Tinto’s Student Integration Model (SIM) and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose of extending Tinto’s social integration model to online learning environments.

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“…As represented by Thurmond et al (2002), when differentiated assessment techniques exist to evaluate effectiveness of e-Learning, students activity may be remedied or enhanced through various criticisms to accomplish better performance. Ozkan and Koseler (2009) found that system quality expanded the effectiveness of learning system while content quality made worth and learner satisfaction .the adequacy of learners utilization of interaction e-learning as a variable advancing the nature of the studies by utilizing pedagogical perceptions as a part of e-learning environment instigating and finding students' practical experience (Morgan, 2007).…”

Section: E-learning Effectivenessmentioning

confidence: 99%

The Effectiveness of Using E-Learning in Malaysian Higher Education: A Case Study Universiti Teknologi Malaysia

Al-Rahmi¹,

Othman²,

Yusuf³

2015

MJSS

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E-Learning is a fairly recent word used to define a form of learning that can be performed via websites online learning. The impact of contingent factors on the relationship between six predictors and e-learning effectiveness was investigated. The development and implementation of e-learning today has become an important phases in university. This study is centered on evaluating the e-learning effectiveness in UTM. And in this study, the critical factors affecting e-learning effectiveness were investigated through a survey conducted on students as participants. A total of 268 Universiti Teknologi Malaysia (UTM) (undergraduate students) students were used in the survey. Several factors have been found to correlate with e-learning effectiveness which includes self-efficacy, interface, community, usefulness, students' satisfaction and intention to use elearning. The results show that e-learning use positively and significantly related to students' satisfaction, usefulness that is impact intention to use in turn affect e-learning effectiveness.

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Evaluation of Student Satisfaction: Determining the Impact of a Web-Based Environment by Controlling for Student Characteristics

Cited by 202 publications

References 11 publications

Is it the Technology or the Teacher? A Comparison of Online and Traditional English Composition Classes

Is it the Technology or the Teacher? A Comparison of Online and Traditional English Composition Classes

An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

The Effectiveness of Using E-Learning in Malaysian Higher Education: A Case Study Universiti Teknologi Malaysia

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