A Pilot Study Exploring Interaction and Student Satisfaction in Asynchronous Courses in Higher Education.
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| Title: | A Pilot Study Exploring Interaction and Student Satisfaction in Asynchronous Courses in Higher Education. |
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| Authors: | Yang, Hongyan1 (AUTHOR) hyang49@vols.utk.edu, Romero-Hall, Enilda1 (AUTHOR) |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Jul2024, Vol. 68 Issue 4, p761-770. 10p. |
| Subject Terms: | *Student attitudes, *Student satisfaction, *Online education, *Higher education, *Asynchronous learning, Electronic instruments |
| Abstract: | Asynchronous online courses have become increasingly prevalent in higher education, offering numerous benefits, including flexibility and accessibility. However, these courses often face challenges related to the lack of direct interaction among students. This study is grounded in a Modified Theory of Interactions that seeks to comprehensively examine students' perspectives and levels of satisfaction concerning interactions in asynchronous courses in the context of higher education. The participants in this pilot study (N = 27) comprised both undergraduate and graduate students. This investigation employs a modified cross-sectional electronic survey instrument to gather students' a) demographics, b) satisfaction with learner-learner interaction, c) satisfaction with learner-content interaction, d) satisfaction with learner-instructor interaction, e) satisfaction with learner-technology interaction, and f) general satisfaction with this asynchronous course. The results underscore the pivotal role of learner-learner interaction and learner-content interaction in influencing general satisfaction in asynchronous courses. While also it also highlights a lack of significant correlation between learner-instructor interaction and general satisfaction as well as no significance between learner-technology interaction and general satisfaction, suggesting that while technology is a medium for facilitating learning, it is not the primary determinant of student satisfaction. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Asynchronous online courses have become increasingly prevalent in higher education, offering numerous benefits, including flexibility and accessibility. However, these courses often face challenges related to the lack of direct interaction among students. This study is grounded in a Modified Theory of Interactions that seeks to comprehensively examine students' perspectives and levels of satisfaction concerning interactions in asynchronous courses in the context of higher education. The participants in this pilot study (N = 27) comprised both undergraduate and graduate students. This investigation employs a modified cross-sectional electronic survey instrument to gather students' a) demographics, b) satisfaction with learner-learner interaction, c) satisfaction with learner-content interaction, d) satisfaction with learner-instructor interaction, e) satisfaction with learner-technology interaction, and f) general satisfaction with this asynchronous course. The results underscore the pivotal role of learner-learner interaction and learner-content interaction in influencing general satisfaction in asynchronous courses. While also it also highlights a lack of significant correlation between learner-instructor interaction and general satisfaction as well as no significance between learner-technology interaction and general satisfaction, suggesting that while technology is a medium for facilitating learning, it is not the primary determinant of student satisfaction. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87563894 |
| DOI: | 10.1007/s11528-024-00986-7 |
