Literaturnachweis - Detailanzeige
| Autor/in | Kim, Jee Eun |
|---|---|
| Titel | A Comparative Study of Motivational Predictors and Differences of Student Satisfaction between Online Learning and On-Campus Courses |
| Quelle | (2015), (77 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Southern California |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Dissertation; Online Courses; Synchronous Communication; Electronic Learning; Student Satisfaction; Student Motivation; Predictor Variables; School Holding Power; Student Characteristics; Self Efficacy; Help Seeking; Cooperation; Asynchronous Communication; Campuses; Higher Education |
| Abstract | The higher demand for online learning has impacted the higher education institutions to offer more online learning courses. The enrollment rates for online learning continue to increase and the proportion of students taking at least one online course is at an all-time high. However, the low retention rates of online courses are concerning higher education institutions. One of the strongest determinants of student retention has been found to be student satisfaction. Therefore, this study examines the literature surrounding online learning in higher education, student satisfaction, and factors of student satisfaction. In particular, demographic characteristics, self-efficacy, help-seeking beliefs and behaviors, and voluntary collaboration were studied in the current research. This study compared these constructs between online and on-campus offerings of a course across five different institutions and levels of higher education. The study results indicated that there was a significant difference in student satisfaction between the on-campus and online when participants in both asynchronous and synchronous are considered together. However, since the sample sizes and design of the online learning were different between the institutions, further analysis was conducted to investigate the difference in student satisfaction by institutions. The results showed a statistically significant difference for institutions that offered a completely asynchronous online course and no differences were found in satisfaction for online courses that were synchronous. Overall, the study also yielded no significant differences in student satisfaction based on some demographic characteristics and found that self-efficacy and help-seeking were predictors of satisfaction. The implications of this study can be valuable in the field of education as more higher education institutions create online learning opportunities to reach a diverse student population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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