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Relationships Among Student Demographic Characteristics Student Achievement Student Satisfaction And Online Business Course Quality
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Book Synopsis Relationships Among Student Demographic Characteristics, Student Achievement, Student Satisfaction, and Online Business-course Quality by : Kuan-Yao Charles Qui
Download or read book Relationships Among Student Demographic Characteristics, Student Achievement, Student Satisfaction, and Online Business-course Quality written by Kuan-Yao Charles Qui and published by . This book was released on 2002 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to develop an understanding of the relationships among student academic achievement, student satisfaction, student demographic characteristics, and course quality factors. The primary method of analysis was quantitative, using survey data to determine (a) if any relationships exist between students' perceived course quality factors and student demographic characteristics, (b) if any relationships exist between student satisfaction and students' perceived course quality factors after controlling for student demographic characteristics, and (c) if any relationships exist between student academic achievement and students' perceived course quality factors after controlling for student demographic characteristics. One hundred and eighty-eight of the 392 surveys were returned for a return rate of 48%. Of the 188 volunteer participants, 33.5% were male and 66.5% were female. Overall, most of the respondents were very satisfied with their online courses. Furthermore they indicated that they would prefer to take all courses online and would recommend the course they took to others. Nearly 60% of the respondents agreed that the online courses were just as good as or better than the same course in a face-to-face offering. This study showed students with more previous experience with online courses were more likely to value interaction with students. Students who were satisfied with interaction with instructor and course design were more likely to be satisfied with the online courses. This research also indicated students with an overall higher GPA were more likely to have a higher online course grade. Students who were satisfied with the course design were more likely to perform better.
Book Synopsis Relationships among student demographic characteristics, student academic achievement, student satisfaction, and online business-course quality by :
Download or read book Relationships among student demographic characteristics, student academic achievement, student satisfaction, and online business-course quality written by and published by . This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Improving Online Students' Quality of Relationships, Academic Success, and Overall Satisfaction by : David Duvall (Ph.D.)
Download or read book Improving Online Students' Quality of Relationships, Academic Success, and Overall Satisfaction written by David Duvall (Ph.D.) and published by . This book was released on 2020 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education is the fastest-growing option for student seeking completion of a degree from an institution of higher education. Students enjoy the increase pace of the coursework and the autonomy to complete it on their own time, while universities identify online education as a key factor in increasing their enrollment. However, the attrition rates of students seeking a degree through online coursework is much higher than that their on-campus counterparts. With factors such as funding, institutional rankings, and accreditation linked to the retention and graduation of its students, colleges and universities have much to gain by increasing the persistence of their online students. The existing research on online student persistence is almost exclusively focused on factors that affect their satisfaction and performance in their coursework. These factors include engagement with their peers and faculty and identifying how the coursework aligns with their academic and professional goals. For campus-based students, research identifies that social integration in extracurricular activities traditionally offered by student affairs departments is a key factor in their persistence. However, very little research exists to identify whether online students benefit in similar ways when they utilize student affairs resources. Therefore, this study addressed a gap in research to examine whether utilization of student affairs resources can be a factor in supporting online student persistence and satisfaction. This study surveyed online undergraduate students at a large, public institution that offers a variety of degree programs in online formats. The data collected from the survey identified students' utilization of student affairs resources, the quality of their interactions with various university constituents, and their satisfaction with their university experience. Combined with demographic data and grade point averages (GPAs), the quantitative analysis identified the relationships between each of these factors and developed models for predicting online student satisfaction.The results of this study reveal that utilization of certain student affairs departments can support online students' quality of interactions with their peers, faculty, and university staff, as well as their overall satisfaction with their university experience. However, utilization of student affairs resources also is linked to slightly lower GPAs for online students. The model identified that quality of relationships and utilization of student affairs resources can help predict online student satisfaction.
Book Synopsis Examination of Interaction Variables As Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses While Controlling for Student Characteristics by : Veronica A. Thurmond
Download or read book Examination of Interaction Variables As Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses While Controlling for Student Characteristics written by Veronica A. Thurmond and published by Universal-Publishers. This book was released on 2003 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pub_AbstractText~: The impetus for this study was the need to gain a better understanding of what interaction activities in the virtual classroom affect student outcomes. The purpose was to determine which perceptions of interactions contributed to predicting student outcomes of satisfaction and future enrollment in Web-based courses, while controlling for student characteristics. The problem is that the interaction that occurs in the Web-based classroom is markedly different than what occurs in the traditional classroom setting. The study was a secondary analysis using data from 388 student evaluations of Web-based courses. Using Astin's Input-Environment-Outcome (I-E-O) conceptual framework, influences of student characteristics [inputs] and virtual classroom interactions [environment] on student outcomes were examined. Student input predictors were perceptions of computer skills; knowledge of electronic communications; number of Web-based courses taken; distance living from campus; and age. Environmental predictors included interactions with the instructor, students, technology, and perceptions of presence.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 688 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Assessing Faculty Work by : Larry A. Braskamp
Download or read book Assessing Faculty Work written by Larry A. Braskamp and published by Jossey-Bass. This book was released on 1994-04 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's faculty members, like other professionals, find themselves caught between the pursuit of individual gain and the common good. Society is increasingly demanding that faculty demonstrate social responsibility toward both the institution and the larger community. This book is a practical resource for fostering and assessing faculty achievements in all aspects of their work: teaching, research, practice, and citizenship. Larry A. Braskamp and John C. Ory show that the assessment process can and must be tied to faculty development, and they explain how collegial activity and continuous improvement are important to strong performance. They identify three major elements of faculty assessment - setting expectations, collecting and organizing evidence, and using evidence - and suggest several key goals for the assessment process. The authors also show how multiple perspectives enhance the credibility of assessment, and they describe sources of evidence, including faculty members themselves, faculty colleagues, students, and experts. Specific techniques used to collect evidence are provided, as well as summaries of research on the effectiveness of each procedure. - inner pocket
Book Synopsis The Relationship Between Student Characteristics and Success in an Online Business Course at West Shore Community College by : Amy J. Wojciechowski
Download or read book The Relationship Between Student Characteristics and Success in an Online Business Course at West Shore Community College written by Amy J. Wojciechowski and published by . This book was released on 2004 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The relationships between personality characteristics and student achievement by : Mark A. Borland
Download or read book The relationships between personality characteristics and student achievement written by Mark A. Borland and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Examination of Relationships Between Psychosocial Satisfaction Scales in an Online Student Learning Environment by : James Marshall Bookout
Download or read book An Examination of Relationships Between Psychosocial Satisfaction Scales in an Online Student Learning Environment written by James Marshall Bookout and published by . This book was released on 2010 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests that students who are satisfied with their learning experiences are typically successful and there is a fundamental theory that suggests if the expectations of students are achieved they will be return customers. This study examined the relationships between the psychosocial satisfaction scales in an online student learning environment using validated constructs of satisfaction including, instructor support, student interactivity and collaboration, personal relevance, active learning, authentic learning, and autonomous learning. Two survey instruments were used to collect data for this study including a pre-course survey administered during the first week of online classes and a post-course survey administered during the last week of online classes to all students enrolled in an online class during the spring term of 2010. Demographic variables of gender, age, and ethnicity, as well as computer efficacy and preparation effort, were included in a factorial two-way analysis of variance (ANOVA) used to measure the difference in expectation (pre-course) levels of students taking online courses based on demographic and other variables and the difference in actual experience (post-course) levels resulting in no significant differences for either test. A factorial ANOVA was also used to measure the differences in the degree of satisfaction of students taking online courses based on the same demographic and other variables resulting in no significant differences. A repeated measures multivariate analysis of variance (MANOVA) was used to measure the difference in student expectations versus experiences with online courses using the constructs of satisfaction. The MANOVA did not support differences in expectations versus experiences across the satisfaction constructs. Finally, a MANOVA was used to measure differences in student satisfaction among the demographic and other variables across the satisfaction constructs based on both expectations (pre-course) and experiences (post-course). The MANOVA did not support differences in satisfaction among the variables or satisfaction constructs for either expectations or actual experiences in an online learning environment. This study provided a thorough analysis of the complexities of student satisfaction characteristics with respect to an online learning environment that could provide information relative to the factors that contribute to the success and satisfaction of students.
Book Synopsis Online Student Engagement by : Cynthia Lynne Parker
Download or read book Online Student Engagement written by Cynthia Lynne Parker and published by . This book was released on 2015 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the current environment focused on quality, documenting online program quality has become an imperative for higher education leaders. Student engagement is considered an essential element of effective academic programs, and numerous studies of face-to-face academic programs have documented a connection between student engagement and student learning. There have been few efforts to evidence the relationship between student engagement and student learning in online programs. This mixed methods sequential explanatory study examined the relationship among student perceptions of their levels of engagement in online courses, demographic characteristics, and perceptions of their learning. Participants were online students enrolled in online degrees at a large private institution in the Northeast. The study’s quantitative phase employed a survey based on items from the National Survey of Student Engagement. Correlation analyses showed statistically significant correlations (at p
Book Synopsis Assuring Quality in Online Education by : Kay Shattuck
Download or read book Assuring Quality in Online Education written by Kay Shattuck and published by Taylor & Francis. This book was released on 2023-07-03 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online distance education continues to grow at a fast pace, even outpacing the overall growth of U.S. higher education. Demands for quality are coming from all shareholders involved. As if caught by surprise, a patchwork response to quality is often the typical organizational response. The result can be inconsistent and uncoordinated levels of value to those invested in online learning. This often promotes negative images of the educational experience and institution.Comprised of highly regarded experts in the field, this edited volume provides a comprehensive overview of quality assurance, a snapshot of current practices and proven recommendations for raising standards of quality in online education.Topics discussed include:* Improving practices for teaching online* Using educational analytics for quality assurance and improvement* Accessibility: An important dimension of quality assurance* Assuring quality in online course design* Assuring quality in learner support, academic resources, advising and counseling* The role and realities of accreditationThis text clearly answers the call for addressing quality from a broad, deep and coordinated understanding. It addresses the complexities of quality assurance in higher education and offers professionals top-shelf advice and support. *This text is also appropriate for students enrolled in Educational Technology and Higher Education Administration Masters and PhD programs
Book Synopsis The Relationship of Demographic and Academic Characteristics on Student Academic Success Rates when Using Web-based Delivery Modalities by : Jane Marie Gibson
Download or read book The Relationship of Demographic and Academic Characteristics on Student Academic Success Rates when Using Web-based Delivery Modalities written by Jane Marie Gibson and published by . This book was released on 2015 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online distance education classes and digital learning tools offer substantial advantages to both students and universities. Institutional benefits include the facilitation of student success in large classes, reducing university expenses, and perhaps even enhancing the students’ learning environment. Students benefit from the convenience of scheduling and reduced travel time and many researchers found no significant difference in student learning outcomes between face-to-face classes and online classes on an aggregate or summative level. However, other researchers question the academic success of some students enrolled in online classes based on certain demographic and academic characteristics, such as age, gender, ethnicity, socio-economic status (SES), and grade point average (GPA). Despite the role demographic factors may play in learning outcomes, limited research is available investigating whether the online learning modality is equally effective for students of different ages and ethnicities, men as compared to women, and previously high performing and low performing students. Much of the research related to online learning has limitations falling into two primary categories: studies comparing primarily face-to-face courses with online classes without including the analysis of hybrid learning; and studies that examine student outcomes at the aggregate level of success without outcomes broken out by specific demographic and academic characteristics. This research sought to remedy these important gaps by examining student learning outcomes in hybrid and online accounting classes based on demographic groupings. This study evaluated whether students’ demographic and academic characteristics, (i.e., their age, gender, race/ethnicity, SES, and GPA) mediated whether they were as successful in online versus hybrid classes. The most salient finding revealed in this study was the contrast in the students’ performance based on delivery modality. The results indicated that students earned almost 30 points higher in their final scores when they were enrolled in the hybrid classes in contrast to enrollment in the online classes. This difference in student scores based on delivery modality was found in almost every student demographic.
Book Synopsis The Effects of Learner Characteristics on Satisfaction in Distance Education by : Filiz Aktan
Download or read book The Effects of Learner Characteristics on Satisfaction in Distance Education written by Filiz Aktan and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study analyzed the effect of learner characteristics, online technologies self-efficacy, and learning style on satisfaction from distance education. This research included a sample (N = 45) of undergraduate students enrolled in an online course at a large Midwestern public university. The participants completed four different instruments measuring their individual demographic characteristics, learning styles, online technologies self-efficacy, and satisfaction. The results of this study showed that online technologies self-efficacy scores were not correlated with student satisfaction. Of the Felder-Soloman Learning Style dimensions, there is a negative relationship between sequential-global score and level of satisfaction; students who scored higher on this subscale had lower satisfaction with online courses. In addition, satisfaction is related to gender, indicating that female student tended to have higher satisfaction from online courses. Finally, there is a positive correlation between distance education experience and satisfaction, indicating that more experienced students tended to be highly satisfied with online course. Furthermore, multiple linear regression analysis showed that distance education experience and sequential-global learning style score can help to predict satisfaction with online courses.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Student Characteristics, Including Learning Styles, and Their Perceptions and Satisfaction in Web-Based Courses in Higher Education by : Sami Sahin
Download or read book The Relationship Between Student Characteristics, Including Learning Styles, and Their Perceptions and Satisfaction in Web-Based Courses in Higher Education written by Sami Sahin and published by . This book was released on 2008 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Distance education and web-based courses are mainstream in the United States higher education and growing (NCES, 2003) involving over 80% of four year public universities in 2002. The National Academy of Science review of "how people learn" suggests that technology-mediated learning can be used to respond to students' preferences and related characteristics. This investigation of the relationships between learners' characteristics and their perception of web-based learning and satisfaction with their course used Kolb's (1984) Learning Styles Inventory and Walker's (2003) distance education learning environment instrument plus demographic questions to survey 279 students in five web-based undergraduate courses in a Midwestern university. The study finds that the three dimensions of Moore's Transactional Distance Theory may be linked with Kolb's two dimensional views of individual learning styles. For example, introductory biology courses with high structure are perceived as more satisfactory by students who prefer a more "abstract conceptual" learning style for "knowledge grasping." The author recommends that courses are designed to accommodate multiple learning styles with variety on all dimensions of transactional distance. (Contains 2 figures and 1 table.).
Book Synopsis Educational Communities of Inquiry: Theoretical Framework, Research and Practice by : Akyol, Zehra
Download or read book Educational Communities of Inquiry: Theoretical Framework, Research and Practice written by Akyol, Zehra and published by IGI Global. This book was released on 2012-09-30 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt: Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments and guarantees successful educational experiences. Educational Communities of Inquiry: Theoretical Framework, Research, and Practice is an extensive reference that offers theoretical foundations and developments associated with the COl theoretical framework. This collection is a valuable source of ideas, research opportunities, and challenges for scholars and practitioners in the field of education technology.
Book Synopsis Theoretical Principles of Distance Education by : Desmond Keegan
Download or read book Theoretical Principles of Distance Education written by Desmond Keegan and published by Routledge. This book was released on 2005-08-15 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to UNESCO statistics, 10 million of the world's 600 million students study at a distance. Theoretical Principles of Distance Education seeks to lay solid foundations for the education of these students and for the structures within which they study. As a more industrialised form of education provision, distance education is well adapted to the use of new communication technologies, and brings to education many of the strengths and dangers of post-industrialism. The central focus of the study of distance education is the placing of the student at home or at work and the justification of the abandonment in this form of education of interpersonal, face-to-face communication, previously considered to be a cultural imperative for education in both east and west. This book explores the problems that distance education poses to the theorist, bringing together an international team of distance educators to address these issues for the first time in a systematic way. The team comprises theoreticians, administrators, experts in educational technology and adult education, experts in learning from video machines, from computers and other forms of technology. Contributions from Italy, and Scandinavia contrast with viewpoints provided by scholars from the US, Canada, Australia, and the UK.
