Testing the Impact of Student Preference for Face-to-Face Communication on Online Course Satisfaction

Cole, Andrew

doi:10.1080/10570314.2016.1186824

Cited by 28 publications

(31 citation statements)

References 30 publications

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“…However, a high dropout rate has been observed in online courses. This serious issue in higher education became the rationale of Cole's () study. The results essentially supported media richness theory by indicating that students showed higher satisfaction with face‐to‐face than online courses.…”

Section: Empirical Studies In the Past Decadementioning

confidence: 99%

Revisiting media richness theory for today and future

Ishii

Lyons

Carr

2019

Human Behav and Emerg Tech

151

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Media richness theory was developed in the mid‐1980s in the field of business management and became very popular along with the diffusion of electronic communication media. Despite the popularity, inconsistent results from empirical studies have been the issues with this theory. In addition, the recent advanced communication technology has been raising more challenges towards the original concepts. Thus, we have reviewed the literature in the past decade to illustrate diverse applications and validity of the theory with more recent communication channels. Based on the findings we have also discussed a future of media richness theory.

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Section: Empirical Studies In the Past Decadementioning

confidence: 99%

Revisiting media richness theory for today and future

Ishii

Lyons

Carr

2019

Human Behav and Emerg Tech

151

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“…MRT is also used in educational contexts, especially in discussions about digital versus FtF teaching. Several studies, such as Cole (2016), Matari (2020), and Ishii et al (2019), have examined this subject and the results are quite similar. Students clearly score higher on FtF solutions than hybrid/online solutions, when the subject includes laboratory work and/or other forms of collaboration and participation.…”

Section: Theoretical Backgroundmentioning

confidence: 72%

Effects of COVID ‐19 on communication, services, and life situation for older persons receiving municipal health and care services in Stjørdal municipality in Norway

Kjerkol

Linset

Westeren

2020

Human Behav and Emerg Tech

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The COVID‐19 pandemic has had severe consequences for the older section of the population. In this project, we studied how COVID‐19 measures have impacted a group of older persons as users of municipal health and care services in Norway. We were specifically concerned with how communication works, in terms of the communication channels used, and what this means for the older. We also analyzed the users' experiences during the period of COVID‐19 restrictions in terms of quality of life. In addition, we looked at the municipal service providers' understanding of the situation of the older. The data collection was performed mainly in July 2020 when Norway had relatively strict COVID‐19 restrictions in relation to health and care services for older residents. Our results indicate that COVID‐19 restrictions both impaired the quality of life and security and aggravated loneliness. Regarding the older and communication, it was crucial to identify channels of communication with which the older are most comfortable. The results of this study clearly show that (a) the older had a definite preference for face‐to‐face personal communication; (b) although the older were familiar with the audio phone call and used it as a substitute for home visits, it reduced their security and quality of life; and (c) video‐based media such as smartphones, tablets, and PC were not desirable alternatives to regular voice‐based phones.

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“…A predictor for online course satisfaction is linked to student opinion of the instructors' communication behaviors. [22] Office hours for distance students provides the ability to communicate with faculty and expect a response in a short amount of time. For online courses, communication during office hours is done generally through email.…”

Section: Office Hoursmentioning

confidence: 99%

Strategies for innovative teaching and learning Part III: Connecting with students from a distance

Bantz

Thomas²,

McIntosh³

2021

JNEP

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The third article in a three-part series discusses ways to enhance communication with students and promote connectedness when delivering a distance online course. Students in distance programs may have feelings of not being connected to the instructor and peers leading to dissatisfaction and isolation. Methods of how the instructor can promote an environment of connectedness through the use of announcements, video conferencing, video updates, scheduled phone calls, and office hours will be discussed. The first paper discussed the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses. The second paper delved into understanding of the learning platform, developing a course model, creating individual assignment rubrics for courses, requiring active participation from both instructor and students, and setting-up quality communication.

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Testing the Impact of Student Preference for Face-to-Face Communication on Online Course Satisfaction

Cited by 28 publications

References 30 publications

Revisiting media richness theory for today and future

Revisiting media richness theory for today and future

Effects of COVID ‐19 on communication, services, and life situation for older persons receiving municipal health and care services in Stjørdal municipality in Norway

Strategies for innovative teaching and learning Part III: Connecting with students from a distance

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