The Interdependence of the Factors Influencing the Perceived Quality of the Online Learning Experience: A Causal Model

Peltier, James W.; Schibrowsky, John A.; Drago, William A.

doi:10.1177/0273475307302016

Cited by 184 publications

(157 citation statements)

References 68 publications

(119 reference statements)

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“…They also discovered that an instructor's use of immediacy behaviours and actions to bring students together in the online environment was a strong predictor of student learning, more so than student demographics or course design (Arbaugh, 2001). Further, in another study exploring a range of variables having an impact on learning quality, the investigators found that instructor mentoring and pacing of the course content, were the most important variables linked to learning quality (Peltier, Schibrowsky, & Drago, 2007). Clearly, the role of the instructor and the importance of creating enough social and teaching presence as discussed in this case study affirms these findings.…”

Section: Discussionmentioning

confidence: 98%

Instructor Presence in Online Courses and Student Satisfaction

Ladyshewsky¹

2013

ij-sotl

111

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This case study explores the role of the online instructor and how they influence student satisfaction. While there has been a substantial body of literature on what impacts on student satisfaction when students study online, there is far less literature focussing on how the instructor mediates this satisfaction, in particular satisfaction related to quality of feedback and teaching. This case study addresses this gap by exploring the performance of two instructors across six fully online courses in a post graduate managerial leadership course. Course evaluation data (quantitative and qualitative) frequency and content of instructor postings, and social network maps were considered in exploring what influenced student satisfaction with feedback and quality of teaching in a fully online unit. The outcomes of the case study corroborate with what is beginning to appear in the literature, that is, the central role the instructor plays in influencing student satisfaction. The importance of teaching and social presence, driven by the instructor, appears to be an important factor driving learning quality. This has implications for recruitment and retention as well as for training and development of online instructors. KeywordsOnline teaching, Teaching and social presence, Student satisfaction Creative Commons LicenseThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Instructor Presence in Online Courses and Student Satisfaction Richard K. LadyshewskyCurtin University Perth, Western Australia, Australia rick.ladyshewsky@gsb.curtin.edu.au Abstract This case study explores the role of the online instructor and how they influence student satisfaction. While there has been a substantial body of literature on what impacts on student satisfaction when students study online, there is far less literature focussing on how the instructor mediates this satisfaction, in particular satisfaction related to quality of feedback and teaching. This case study addresses this gap by exploring the performance of two instructors across six fully online courses in a post graduate managerial leadership course. Course evaluation data (quantitative and qualitative) frequency and content of instructor postings, and social network maps were considered in exploring what influenced student satisfaction with feedback and quality of teaching in a fully online unit. The outcomes of the case study corroborate with what is beginning to appear in the literature, that is, the central role the instructor plays in influencing student satisfaction. The importance of teaching and social presence, driven by the instructor, appears to be an important factor driving learning quality. This has implications for recruitment and retention as well as for training and development of online instructors.

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Section: Discussionmentioning

confidence: 98%

Instructor Presence in Online Courses and Student Satisfaction

Ladyshewsky¹

2013

ij-sotl

111

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“…Papers in this category of research address from the student perspective, the influence that student experience of academic processes has on academic outcomes. Discussions on student experiences with academic processes concern teaching approaches, learning support and the establishment of academic relationships (Campbell and Li, 2008;Ellis et al, 2004;Kim, 2007;Peltier et al, 2007;Staddon and Standish, 2012;Ward et al, 2010). Academic outcomes that are identified include academic performance, study behavior and understanding of the academic culture (Kim, 2007;Ning and Downing, 2011).…”

Section: Exploration Of Learning Experiencementioning

confidence: 99%

A systematic review of quality of student experience in higher education

Tan

Muskat

Zehrer

2016

IJQSS

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EDUCATION ABSTRACTPurpose -The purpose of this paper is to identify and synthesize major streams of research on quality of student experience in higher education, in order to present an agenda for future research. Design/methodology/approach -A systematic review of high quality journals published during the period 2000 to 2014 in the areas of quality of student experience and higher education was performed.Findings -Findings highlight current research trends on the quality of student experience in higher education. Results show five prevailing research streams: 1) exploration of learning experience; 2) exploration of student experience; 3) gender differences in assessment of higher education experience; 4) improvement in quality of student experience, 5) student satisfaction with higher education experience. Research limitations/implications -The identification of the five research streams presented in the findings of this paper provide the basis for a synthesis of key issues identified within each research stream. These discussions, along with the identification of the purposes and limitations of existential research allow existential issues concerning research on quality of student experience in higher education to be addressed. Practical implications -Literature currently portrays the quality of student experience as a student-centric idea. Together with the purposes and limitations identified in existing research, the paper proposes an agenda for future research that increases the variety of research streams that is essential to provide a deeper understanding of the student experience to enhance the delivery of quality in higher education. Originality/value -The findings contribute to the research scene by providing important insights in terms of the current trends and focus of existing research in the area of quality of student experience in higher education.

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“…In addition, self-efficacy, social skills, the quality of the e-learning system, and multimedia-aided learning are among the most important structures for students' perceptions (Liaw,[36]). This demonstrates that there is a close relationship between students' satisfaction, successful teaching and quality of lessons (Peltier, Schibrowsky, Drago, [42]). Students' feedbacks regarding their levels of satisfaction are important to increase the overall quality of instructional activities, course contents and curricula (Bradford,Wyatt,[9]).…”

Section: Introductionmentioning

confidence: 89%

Attitudes of Students Taking Distance Education in Theology Undergraduate Education Program towards E-learning Management System

Yalman¹,

Başaran²,

Gönen³

2016

ujer

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Education is one of the biggest problems experienced by developing societies. Education is has an important place in individuals' lives since it allows them to prove themselves within their society and to maintain their future lives. Today, with the development of the Internet, education can be given via e-learning management systems designed on the web. E-learning is a type of education that can present information to its users via the Internet. In order to facilitate the use of e-learning systems and to make these systems more systematic, Learning Management Systems (LMSs) have appeared. LMSs are softwares that allow management of learning activities. During the application of e-learning management systems that can be designed in line with the desired curriculum, the feedback provided by students taking education via this platform play an important role in the success of the system. In this respect, the present study aimed at determining the attitudes of students attending Distance Education Theology Undergraduate Education Program at Dicle University towards e-learning. For this purpose, the five-point Likert-type scale of "Attitudes towards ICT skills and e-learning" developed by Haznedar [23] was applied to the students. The results of analysis of the data collected from the students participating in the study revealed no significant difference in relation to e-learning between the students' gender, years of computer use, weekly Internet use time, their preferences of types of education, their foreign language, their foreign language proficiency levels, and their learning motivation preferences. In the study, a significant difference was found in relation to e-learning between the participants' preferences of study methods.

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The Interdependence of the Factors Influencing the Perceived Quality of the Online Learning Experience: A Causal Model

Cited by 184 publications

References 68 publications

Instructor Presence in Online Courses and Student Satisfaction

Instructor Presence in Online Courses and Student Satisfaction

A systematic review of quality of student experience in higher education

Attitudes of Students Taking Distance Education in Theology Undergraduate Education Program towards E-learning Management System

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