Examining Student Satisfaction Of Online Statistics Courses

Al-Asfour, Ahmed

doi:10.19030/tlc.v9i1.6764

Cited by 12 publications

(10 citation statements)

References 7 publications

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“…Furthermore, many studies have focused on studying students' satisfaction with online or hybrid courses due to its effect on the successfulness of the online or the hybrid experience (Al-Asfour, 2012;Alman et al, 2012;Vernadakis, Giannousi, Tsitskari, Antoniou, & Kioumourtzoglou, 2012). Also, Emmanouilidou et al (2010) highlighted the participants' satisfaction from on line instruction and their conviction that it fostered their active and collaborative learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…One aspect of this topic that has been discussed in previous studies is students' satisfaction in distance learning (Bebetsos & Goulimaris, 2014) and teachers' satisfaction in distance learning (Emmanouilidou, Antoniou, & Derri, 2010). Exploring students' satisfaction level in the distance learning experience is necessary for a variety of reasons (Al-Asfour, 2012). In online or hybrid courses especially, having unsatisfied students can be associated with low completion rates and low student motivation levels (Kuo, Walker, Belland, & Schroder, 2013), either of which could take away from the benefits of this new technology and halt its progress.…”

mentioning

confidence: 99%

“…In online or hybrid courses especially, having unsatisfied students can be associated with low completion rates and low student motivation levels (Kuo, Walker, Belland, & Schroder, 2013), either of which could take away from the benefits of this new technology and halt its progress. Al-Asfour (2012) suggested that instructors need to discover and understand issues related to students' satisfaction with online or hybrid courses in order to make suitable interventions that may resolve any influential factors on students' satisfaction. Students' satisfaction is an essential element of online and hybrid courses since it is an indicator of course quality and the successfulness of the overall learning experience (Cho, 2011;Jackson, Jones, & Rodriguez, 2010).…”

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confidence: 99%

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Cognitive, Social, and Teaching Presence as Predictors of Students' Satisfaction in Distance Learning

Giannousi¹,

Kioumourtzoglou²

2016

MJSS

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Section: Literature Reviewmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Cognitive, Social, and Teaching Presence as Predictors of Students' Satisfaction in Distance Learning

Giannousi¹,

Kioumourtzoglou²

2016

MJSS

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“…In the same way, e-learning is a system of learning based on technology which use electronic technologies in order to access educational curriculum or materials outside the traditional classrooms or educational campus (Jama, Mapesela & Beylefeld, 2008). Likewise, online education is a method of instruction which allow learners and teachers to interact with each other through using internet as a method of communication (Al-Asfour, 2012). Distance education provides an independent student-centered and lecturer facilitated engagement that facilitate interaction with teachers and students which may not always be possible within the traditional classroom settings (Michailidou & Economides, 2003).…”

Section: Introductionmentioning

confidence: 99%

Afghan Students’ Satisfaction From Online Learning During Covid-19 at Kandahar University, Kandahar, Afghanistan

Himat¹,

Takal²,

Hakimi³

2021

aijssr

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This purpose of this study was to examine the satisfaction of Afghan students from online learning during COVID-19 at Kandahar University, Kandahar, Afghanistan. This research used a quantitative approach, and the learners were from several departments of Education Faculty as well as they were selected through random sample. Similarly, the questionnaire was the main instrument of this study. As well as, three hundred and forty students took participation. After collecting the data, it was analyzed by implementing IBM 24 version of (SPSS). Moreover, the findings of this research indicated that majority students were not satisfied from distance education because learners could not learn from online education compare to traditional classroom setting, learners did not have access to internet-based learning through computer or smartphone, students did not prefer web-based learning, and learners did not seek the same descriptions of lessons on online learning process compare to traditional method of classroom. Also, online learning did not able students to learn independently. However, they were somehow satisfied from the role of teachers who played their role as a facilitator during e-learning process. JEL Classification Codes: A19, B10, B25, C10, C53

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“…Using video demonstrations can greatly enhance teaching statistics online (Ariadurai and Manohanthan 2008; Gemmell et al 2011). Videos allow physical demonstrations of new software and difficult concepts for students, who may struggle with not only statistics content but also how to use statistical software packages on their own (Al-Asfour 2012). In an online introductory statistics course, videos demonstrations of SPSS for performing certain statistical tests and procedures can be equivalent to hands-on lab sessions where students practice statistical tests or procedures with SPSS.…”

Section: Introductionmentioning

confidence: 99%

Instructional strategies and course design for teaching statistics online: perspectives from online students

Yang

2017

IJ STEM Ed

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BackgroundTeaching online is a different experience from that of teaching in a face-to-face setting. Knowledge and skills developed for teaching face-to-face classes are not adequate preparation for teaching online. It is even more challenging to teach science, technology, engineering and math (STEM) courses completely online because these courses usually require more hands-on activities and live demonstrations. Although the demand for online STEM courses has never been higher, little has been done to develop effective instructional and online course design strategies for teaching STEM courses online. This paper reports the effectiveness of the instructional strategies adopted and the online course design features in a fully online statistics course from the students’ perspectives. The online statistics course was an introductory, quantitative research course that covered common statistical concepts and focused on the application of educational research concepts for graduate students in educational technology. In terms of the statistics concepts covered, the course was similar to an introductory statistics class for students majoring in science, technology, math and engineering (STEM). The participants were mostly K-20 (meaning from kindergarten to college) instructors who had knowledge of instructional strategies.ResultsData collected from participants’ reflections and course evaluations revealed that a range of instructional strategies and course design features were effective and helped students learn statistics in an online environment. Specifically, case studies, video demonstrations, instructor’s notes, mini projects, and an online discussion forum were most effective. For online course design features, consistent structure, various resources and learning activities, and the application focused course content were found to be effective.ConclusionsThe implications of this study include effective instructional strategies and online course design for application-oriented STEM courses such as physics and engineering. The study results can be used to guide online teaching and learning as well as online course design for instructors, course designers, and students in STEM fields.

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Examining Student Satisfaction Of Online Statistics Courses

Cited by 12 publications

References 7 publications

Cognitive, Social, and Teaching Presence as Predictors of Students' Satisfaction in Distance Learning

Cognitive, Social, and Teaching Presence as Predictors of Students' Satisfaction in Distance Learning

Afghan Students’ Satisfaction From Online Learning During Covid-19 at Kandahar University, Kandahar, Afghanistan

Instructional strategies and course design for teaching statistics online: perspectives from online students

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