Student satisfaction with a web-based dissertation course: Findings from an international distance learning master's programme in public health

Abstract

<p><strong>Introduction</strong></p><p>Online distance learning (e-learning) is now an established method for providing higher education, in the UK and across the world. The focus has largely been on developing the technology, and less attention has been given to developing evidence-informed course provision. Thus the effectiveness of this teaching approach, and its acceptability to students, is, at times, uncertain. Many higher education courses require students to submit a dissertation. Traditional face-to-face courses will include meetings between the student and an allocated supervisor, to support the dissertation component of the course. Research into the supervisory relationship and student satisfaction has focused on doctoral students. Little is known about the experiences of students studying for a master’s degree.</p><p>The aim of the current study was to measure student satisfaction with the dissertation course as part of a fully online distance learning master’s programme in public health.</p><p><strong>Methods</strong></p><p>All students submitting a dissertation as part of their master’s programme in Public Health were sent an electronic survey to complete, in September 2012. The 34 item questionnaire used a four point Likert scale for students to rate levels of satisfaction across key components of the course, including preparatory materials, study skills, and support, and with the amount and content of supervision. Open ended/free text questions were used to determine factors associated with levels of satisfaction and to gain student feedback on the course overall. The constant comparative method was used to identify key themes from the free-text responses.</p><p><strong>Results</strong></p><p>Of the 45 students submitting a dissertation, 82% (37) responded to the survey. The majority of students, 85% (28) were satisfied or very satisfied with the dissertation course overall. Levels of satisfaction remained high for many of the components examined. Differences were observed for part time and full time students, and for the type of dissertation, but these were not significant. Similarly, non significant findings were observed for associations between satisfaction and the estimated number of contacts initiated with their supervisor, and for the time spent working on their dissertation. The constant comparative analysis identified key themes and feedback included ‘self development’, ‘peer support’, and ‘writing skills’.</p><p><strong>Conclusions</strong></p><p>Generally high levels of satisfaction were received from students studying a dissertation course as part of a fully online distance learning programme in public health. Areas for further improvement were identified and the results act as a benchmark for future quality enhancement. These findings suggest that appropriate information, study skills, and supervisory support can be provided in an online distance learning programme, for students taking a master’s level dissertation course.</p>

Teaching Presence Influencing Online Students’ Course Satisfaction at an Institution of Higher Education

“…Croxton (2014) reviewed literature through the lens of Bandura's social cognitive theory, Anderson's interaction equivalency theorem, and Tinto's social integration theory regarding presences in online course design. Croxton noticed, as Spears did (2012), that teaching presence served as a very significant factor that influenced student satisfaction and persistence in online learning (Estelami, 2012;Harrison, Gemmell, & Reed, 2014;Kranzow, 2013). The review by Croxton was uncertain about student satisfaction and course satisfaction, both of which have their own components (Arbaugh, 2000;Artino, 2008, Gunawardena & Zittle, 1997Keeler, 2006;Lee et al, 2011) and further caution is needed in understanding and interpreting the relationship between teaching presence and satisfaction.…”

Investigating Students’ Perspectives of Foreign Language Distance Education Curriculum According to Some Variables

“…In addition to that, Unal (2011), who has evaluated Erasmus student mobility program with CIPP model, has reached the conclusion that students have positive opinion about the program. Harrison et al (2014) has evaluated the graduate curriculum which is conducted with distance education and has reached the conclusion that the opinions of the students about the curriculum are positive. Therefore, the studies mentioned above do not show parallelism with the results of this study, which reached the conclusion that opinions of the students are gathered around "I neither agree nor disagree" about the distance education curriculum of the Foreign Language I course.…”

University Students’ Attitudes Towards E-Learning

“…Lambrinidis' (2014) study has shown that integrating video clips, synchronous online tutorials and online discussion groups in e-learning facilitate the use of interactive learning materials, increase its intelligibility and create a stronger bonds between students, teachers and learning material. Harrison, Gemmell, and Reed (2014) have found that postgraduates who use only e-learning as the main method are, in general, content with their studies. Thus, this method can become a priority in the second cycle studies.…”