Perceptions of Achievement and Satisfaction as Related to Interactions in Online Courses

ID: 41712 Type: Full Paper: Conceptual & Empirical Study
  1. Kristi Bordelon, Teacher Education University, United States

Thursday, June 26 10:30 AM-11:00 AM Location: B3107 View on map

Presider: Antti Syvänen, University of Tampere, Finland

Abstract: Students have been documented as achieving and being satisfied in online classes. However, the perception still exists that isolation reduces satisfaction and achievement. Student-instructor interaction, student-student interaction, and student-content interaction each exist in online classes. It has yet to be determined if a statistically significant degree of differences or variations in any of these interactions are related to differences or variations in student perceived achievement or satisfaction. This quantitative study utilized a purposive sample of 155 K-12 educators enrolled in online graduate courses. Multiple regression analysis was conducted to examine the role of each interaction separate from the other interactions. Results demonstrated that each type of interaction was positively and significantly associated with perceived achievement and student satisfaction.


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