Online Course Delivery: An Empirical Investigation of Factors Affecting Student Satisfaction

Beqiri, Mirjeta; Chase, Nancy M.; Bishka, Atena

doi:10.1080/08832320903258527

Cited by 105 publications

(80 citation statements)

References 17 publications

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“…This indicates that stating well-defined learning goals, providing a consistent format, and articulating clear tasks or expectations are of value to students in an online environment. These findings are supported by previous research that showed a link between course content and satisfaction (Beqiri et al, 2010), between instructor-student interaction and satisfaction (through learning; Marks et al, 2005), and between course structure and satisfaction (Shea et al, 2002).…”

Section: Discussionsupporting

confidence: 89%

“…In a study using data collected from online MBA students, Peltier et al (2007) tested a complex SEM model that involved a number of interrelationships among various factors. One of their main conclusions was that "course content is the number one driver of perceived quality of the learning experience" (Peltier et al, 2007, p. 149), and, in yet another study of online MBA students, the degree of prior familiarity with and appropriateness of course content were found to be significant predictors of students' satisfaction with online courses (Beqiri, Chase, & Bishka, 2010).…”

Section: Content-related Factorsmentioning

confidence: 97%

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Factors Affecting Perceived Learning, Satisfaction, and Quality in the Online MBA: A Structural Equation Modeling Approach

Sebastianelli

Swift

Tamimi

2015

Journal of Education for Business

102

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The authors examined how six factors related to content and interaction affect students' perceptions of learning, satisfaction, and quality in online master of business administration (MBA) courses. They developed three scale items to measure each factor. Using survey data from MBA students at a private university, the authors estimated structural equation models to explore these relationships empirically. The findings suggest that course content is the strongest predictor of all three outcomes (perceived learning, satisfaction, and quality); it is the only significant factor affecting perceived learning. They also found that professorstudent interaction had a significant positive impact on satisfaction, but not on perceptions of quality. Perceptions of quality were influenced significantly by student-student interaction and mentoring-support.

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Section: Discussionsupporting

confidence: 89%

Section: Content-related Factorsmentioning

confidence: 97%

Factors Affecting Perceived Learning, Satisfaction, and Quality in the Online MBA: A Structural Equation Modeling Approach

Sebastianelli

Swift

Tamimi

2015

Journal of Education for Business

102

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“…It is no more the question of whether the technology should or should not integrate into higher education, but what is important is how to involve it in the field of medical education and to plan to take advantage of this phenomenon (Beqiri, Chase & Bishka, 2009). Like any other technology, E-Learning will undoubtedly bring new challenges, one of which is ethical issues, so that in 2001 the inclusion of ethical issues in the field of E-Learning was included on the agenda of the European Union (Communities, 2001).…”

Section: Introductionmentioning

confidence: 99%

Explaining the Concept and Dimensions of Professional Functions in Online Learning System of Medical Sciences: A Qualitative Content Analysis

Mirmoghtadaie¹,

Ahmady²,

Kohan³

et al. 2019

Turkish Online Journal of Distance Education

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The increasing growth of technology affects all aspects of life, including the system of education, and requires the implementation of a new education system. Since Electronic-learning (E-L) is a new and mutated form of education in Iran, its professional functions approach is different from that of traditional education. The present article aims to explain the concept and dimensions of professional functions in this field. Through a qualitative study, method and data source triangulation were used. To do so, the data sources were the professors, scholars, students, and graduates of this educational system in the field of medical sciences. To triangulate the methods, in-depth semi-structured interviews as well as focus groups, note-taking and reminders were used. The purposeful sampling consisted of 10 professors and scholars. Fifteen students and graduates participated in the four-session focus group discussions purposeful, and the sample consisted of 10 professors and scholars as well as seven students and graduates, and a total of 15 students and graduates were willing to participate in the focus group discussions. Inductive content analysis was used for the analysis of data. Three themes arose from the study as follows: E-learning prerequisites, E-Leaning enabling factors, and E-Learning obstacles. Each of the themes is explained along with the relevant categories and subcategories. Discovering the dimensions and elements affecting professional functions in the E-Lsystem of medical sciences, this study provided documented meanings and dimensions of this phenomenon beyond the conventional sense. These dimensions can have direct or indirect impacts on professional functions in this field.

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“…In a recent study (Pontes, Hasit, Pontes, Lewis, and Siefring, 2010), the authors note that students who preferred enrolling in online classes were typically found to be married or living with children in their household, have mobility limiting disabilities, or work in addition to their online learning. In another recent study, other predictors included increased living distance from campus and graduate students as factors for increased online enrollment (Beqiri, Chase, & Bishka, 2010;Muilenberg & Zane, 2005;Pontes et al). Additional documented characteristics influencing online enrollment included: age, family, jobs, and personal schedules (Banks & Faul, 2007;Bickle & Carroll, 2003;Clayton, Blumberg, & Auld, 2010;Muilenberg & Zane, 2005).…”

Section: Student Characteristicsmentioning

confidence: 99%

Comparing Student Engagement in Online and Face-to-Face Instruction in Health and Physical Education Teacher Preparation

Butts¹,

Heidorn²,

Mosier³

2013

JEL

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Purpose: The purpose of this study was to see if there was a significant difference in engagement among undergraduate health and physical education majors when comparing online instruction to traditional lecture format. Method: Participants in this study were 22 undergraduate health and physical education majors enrolled in the summer semester, in a three-hour class. Two sections of the course were offered to the students. One section was delivered online and the other was delivered by traditional lecture in a face-to-face setting. The course curriculum and assignments were identical for the online and face-to-face courses. Analysis: Thirty-four Likert-scaled questions were used to determine student perception of engagement in the course. Difference in responses of the two study groups were examined using the Mann-Whitney Test (p = .05). Results: The results of this study showed no significant difference in 33 of the 34 variables used to measure engagement. Conclusions: It seems clear from this study that students in undergraduate physical education teacher preparation courses can be engaged in course content, whether that content is offered completely online, or in a traditionally-based face-to-face format.

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Online Course Delivery: An Empirical Investigation of Factors Affecting Student Satisfaction

Cited by 105 publications

References 17 publications

Factors Affecting Perceived Learning, Satisfaction, and Quality in the Online MBA: A Structural Equation Modeling Approach

Factors Affecting Perceived Learning, Satisfaction, and Quality in the Online MBA: A Structural Equation Modeling Approach

Explaining the Concept and Dimensions of Professional Functions in Online Learning System of Medical Sciences: A Qualitative Content Analysis

Comparing Student Engagement in Online and Face-to-Face Instruction in Health and Physical Education Teacher Preparation

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