Examining student satisfaction with wholly online learning

Palmer, Stuart; Holt, Dale

doi:10.1111/j.1365-2729.2008.00294.x

Cited by 158 publications

(131 citation statements)

References 29 publications

(35 reference statements)

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“…The findings of this research suggest that the form of assessment used in an AOD may be less important than the fact that assessment of some kind is included given the positive outcomes that have been found to be associated with assessing AOD (Dennen, 2008;Klisc et al, 2009;Palmer & Holt, 2009). Significant improvements in students' levels of perceived critical thinking occurred for students who had their AOD contributions assessed, as well as for those who had a post-AOD assessment.…”

Section: Discussionmentioning

confidence: 94%

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Use of a post-asynchronous online discussion assessment to enhance student critical thinking

Klisc

McGill

Hobbs

2016

AJET

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Asynchronous online discussion (AOD) is used in many tertiary education courses, and assessing it has been shown to enhance critical thinking outcomes. There has, however, been debate on what should be assessed and how the assessment should be implemented. The most common form of assessment involves grading the individual discussion contributions, but it has been suggested that employing a culminating task based on the AOD may be effective. This preliminary study compared the effect on student critical thinking of two approaches to AOD assessment: using a post-AOD assessment, and assessing the discussion contributions themselves. The results, though tentative, showed that while both assessment approaches resulted in significant improvements in student critical thinking, there was no difference in the impact on critical thinking skills between using the post-AOD assessment and assessing the discussion contributions. This result suggests that the form of assessment used in an AOD may be less important than the fact that assessment is included. Interviews with students also provided some insight into ways in which they perceived the discussion environment had contributed to their critical thinking skills. The findings of this study pave the way for further research in this important area.

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Section: Discussionmentioning

confidence: 94%

“…Summative assessment has been claimed both to motivate students to participate in the online discussion and to take extra care in creating their discussion contributions (Hara et al, 2000;Palmer & Holt, 2009). Using assessment in an AOD encourages more involvement in the discussion, which in turn fosters critical thinking in students.…”

Section: Literature Reviewmentioning

confidence: 99%

Use of a post-asynchronous online discussion assessment to enhance student critical thinking

Klisc

McGill

Hobbs

2016

AJET

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“…Some studies find high levels of student satisfaction with the interactive components of online courses and others find high levels of dissatisfaction with interactive components, leading students to complain about feelings of isolation . Palmer and Holt (2009) While the research on interaction and satisfaction is inconclusive, educators would be remiss if they dismissed the importance of student interaction in online courses. Research has shown that one way to increase interaction is to provide flexible support through online tutoring (Fischer et al 2003).…”

Section: Online Learning Literature Reviewmentioning

confidence: 99%

The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses

Duncan

Kenworthy

McNamara

2012

Accounting Education

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This paper examines the relationship between MBA students' performance and participation in two online environments: a synchronous forum (chat room) and an asynchronous forum (discussion board). The quality and quantity of students' participation is used to predict their final exam and course grade performance outcomes. We find that the total quality of students' participation is positively related to final exam performance but the total quantity of students' participation is related to overall course performance. We also find that synchronous engagement with the course (combined quality and quantity) drives these results and has twice the exam and grade impact relative to asynchronous course engagement. We conclude that encouraging high quality and frequent participation in both synchronous and asynchronous forums will help maximise student performance.

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“…There is a positive relationship between student satisfaction and the quality of teaching (Palmer and Holt, 2009). Five dimensions of online education are determined as educational effectiveness, cost effectiveness, accessibility, instructor and student satisfaction (Simsek, 2012).…”

Section: Student Satisfaction In Distance Educationmentioning

confidence: 99%

Psychological Variables of Estimating Distance Learners' Motivation

Çakır¹,

Karademir²,

Erdoğdu³

2018

Turkish Online Journal of Distance Education

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The correlation between distance education motivation levels of students and their online experiences and satisfaction is studied in this paper; and the reasons of their satisfaction and dissatisfaction according to their motivation levels are described. In this study, 183 students, who were taking English and Turkish courses at Ankara University between 2013-2014 academic year through distance education participated. The study which was designed in the form of sequential mixed method research design, "Motivation and Learning Strategies Inventory" and "Online Student Satisfaction Scale" were utilized to collect data and structured interview forms that were developed by the researchers and they were also used to determine students' online learning experiences and their satisfaction levels about distance education. Three motivation levels as low-medium-level-high were identified by clustering analysis. Logistic regression analysis was performed to evaluate motivation levels and satisfaction data and content analysis was applied to evaluate the reasons behind their satisfaction. A significant correlation was found between the students' motivation levels and their online learning experiences and satisfaction. When it comes to the reasons of their satisfaction and dissatisfaction, the students who have low and medium-level motivation levels said that their dissatisfaction was due to lack of interaction and negative perceptions and their dependence on conventional education. On the other hand, the students who have high motivation stated that their satisfaction was because it is free from time and space, suitable for reviews, provides effective learning and meets the requirements of this age. The students who were not satisfied in three different motivation levels mentioned the problems of internet access and lack of synchronization between the picture and the sound in the videos.

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Examining student satisfaction with wholly online learning

Cited by 158 publications

References 29 publications

Use of a post-asynchronous online discussion assessment to enhance student critical thinking

Use of a post-asynchronous online discussion assessment to enhance student critical thinking

The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses

Psychological Variables of Estimating Distance Learners' Motivation

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