While this paper set out to discover what activities and/or interaction channels might be expected to lead to more highly engaged students, what it found was a bit different. After first creating a scale to measure online student engagement, and then surveying 186 students from six campuses in the Midwest, the results indicate that there is no particular activity that will automatically help students to be more engaged in online classes. However, the results also suggest that multiple communication channels may be related to higher engagement and that student-student and instructor-student communication are clearly strongly correlated with higher student engagement with the course, in general. Thus, advice for online instructors is still to use active learning but to be sure to incorporate meaningful and multiple ways of interacting with students and encouraging/requiring students to interact with each other.

/pdf/creating-effective-student-engagement-in-online-courses-what-3ipz6h4mdx.pdf

Creating effective student engagement in online courses: What do students find engaging?

As the presence of online and hybrid coursework at institutions of higher education has increased, so too has interest among educators and scholars in understanding personal and contextual factors that predict success in different types of learning environments. The purpose of the present study was to examine the relations among temporally-ordered variables, including beginning-semester self-efficacy, utility value, and relevance of instruction, mid-semester emotions (hope, frustration, and anxiety), and end-of-semester learning strategies in a sample of 291 graduate students (N = 219 for the traditional education group and N = 72 for the distance education group) enrolled in an introductory research methods course. Multigroup path analyses were performed to test the equality of path coefficients among the two groups. Results demonstrate that the groups differed with respect to several paths, including the paths from: extrinsic utility value to anxiety and to hope; relevance to hope; and frustration and anxiety to learning strategies. Implications for research, theory, and practice are discussed.

The role of emotion in the learning process: Comparisons between online and face-to-face learning settings

The promised land of blended learning: Quizzes as a moderator

The main purpose of this study is not to compare online and traditional face-to-face instruction merely to prove which one is better, but rather it aims to highlight some of the possible risks and strengths which may help to improve the role of teachers in both methods. The scene consisted of various thematic blocks from a training programme, with teachers who taught two different groups of students, one of them face-to-face and the other online. The study was designed using a quantitative and qualitative methodological combination, and focuses on the dimensions of “theoretical content”, “practical content”, “tutor/student interaction” and “design” of the training activity. As a general conclusion, no important differences were observed in the functions of the teacher in the two teaching methods, face-to-face and online; any differences that might exist were usually a consequence of teacher involvement and of the commitment of the institution in programming the learning process.

Are the Functions of Teachers in e-Learning and Face-to-Face Learning Environments Really Different?

The laboratory plays an important role in teaching engineering skills. An Electrical Engineering department at an Australian University implemented a reform to monitor and improve student satisfaction with the teaching laboratories. A Laboratory Manager was employed to oversee the quality of 27 courses containing instructional laboratories. Student satisfaction surveys were carried out on all relevant laboratories every year, and the data were used for continuous improvement. This paper will investigate the reforms that were implemented and outline a number of the improvements made. It also examines the program's overall impact on: 1) overall satisfaction; 2) laboratory notes; 3) learning experiences; 4) computer facilities; 5) engineering equipment; and 6) condition of the laboratory. Student satisfaction with the laboratories increased by 32% between 2007 and 2013. The results show that the laboratory notes (activity and clarity) and the quality of the equipment used are among the most influential factors on student satisfaction. In particular, it is important to have notes or resources that explain in some detail how to use and troubleshoot equipment and software used in the laboratory.

/pdf/decoding-student-satisfaction-how-to-manage-and-improve-the-302cykhzmp.pdf

Decoding Student Satisfaction: How to Manage and Improve the Laboratory Experience

The purpose of this study was to investigate the effects of three different methods of instructional delivery (online instruction, traditional face-to-face instruction, and a combination of online and traditional instruction) on student achievement and satisfaction levels used in an undergraduate wellness course at a Midwestern university. Differences in the student ratings of the course and instructor, quality of learning, quality of communication, and support were also examined. One hundred fifty-three undergraduate students (71 men, 82 women; between the ages of 18 and 55 years, M=22.5 years, SD=7.0) completed a survey for this study. A survey was developed to examine student demographics, student perceptions of online learning, and student satisfaction levels. Comparing the mean scores of a written pretest and post-test among three groups was used to determine the content knowledge achievement of students. A one-way analysis of variance (ANOVA) and Post hoc Scheffe multiple comparisons were conducted to compare the effects of the three different methods of instructional delivery on student achievement and satisfaction levels. The results of this study indicated that students in the online learning group and the combined learning group had statistically significant higher levels of achievement than students in the traditional learning group (p ********** Over the past decade, advances in the Internet and information technologies have significantly facilitated student learning and teaching in colleges and universities throughout the world. Today, access to the Internet and information technologies is widely available in homes, schools, libraries and other settings accessible to students. Considering a large percentage of university populations working part-time or full-time and using technology on a more frequent basis than in the past, online education using the Internet and information technologies is becoming and increasingly popular tools for distance education to better meet students' needs, interests, learning styles and work schedules. Recent National Center for Education Statistics (NCES) reports demonstrate that online education availability, course offerings, and enrollments have been increased rapidly among institutions from K-12 to four-year universities since the 1990s (NECS, 2003).A comprehensive survey released by the Sloan Consortium indicated that online education would continue to grow at a rate of nearly 20%. In line with the national trend, more colleges and universities are increasingly adopting and implementing online education (Allen & Seaman, 2003). Although a growing number of research studies have compared the effectiveness of online instruction to traditional face-to-face instruction, findings from these studies have been markedly mixed. A majority of the published studies show no difference in student performance and student satisfaction regardless of whether a course was taken traditionally or online, whereas others show advantage for online instruction or for traditional instruction. For instance, McFarland and Hamilton (2006) found no difference in student performance and satisfaction between students who studied online and students who studied in a traditional manner. Further, some studies found the online instruction group achieved better performance and higher levels of satisfaction than the traditional classroom (Zhang, 2005). …

http://www.anitacrawley.net/Resources/Articles/An%20Empirical%20Investigation%20of%20Student%20Achievement.pdf

An Empirical Investigation of Student Achievement and Satisfaction in Different Learning Environments.

This study assessed the service quality of United States Sports Academy 's online course curriculum and examined the factors, which affected the students' overall satisfaction of their educational experience with the Academy. The results generated were based on 449 responses (male = 331, female = 118) of the student evaluation survey that were collected from January 1 to August 31, 2004. The evaluation questionnaire contained 41 fixed-variable and 5-point Likert scale items. The student evaluation survey was filled out via electronic method after each student had completed the last unit assignment. The exploratory factor analysis identified five specific service categories, Course Materials (CM), Instructor Traits (IT), Library Resources (LR), Student Services (SS), and Overall Rating (OR) with a total factor loading of 72.3%. Each of the factor categories yielded a reliability coefficient ( a value) greater than .715. The results indicated the male participants perceived to be more satisfied with all of the service categories than females did. The younger participants and students who had taken fewer courses with the Academy tended to have a higher satisfactory rating. The stepwise factor analysis also confirmed both CM and SS were two better predictors of the participants' overall satisfaction. Overall, the participants were fairly satisfied with the service quality of the Academy. In conclusions, more attentions should be drawn to the following areas for improving quality of teaching: (1) fulfilling the students' needs based their characteristics; (2) improving the quality of faculty performance and communication; and (3) facilitating the use the library resources. More directions for improvement of the service quality and future research were further discussed.

http://www.westga.edu/~distance/ojdla/summer92/chen92.pdf

Service Quality Assessment of Online Sport Education at a Sport-Specific Graduate Institute

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An Empirical Investigation of Student Achievement and Satisfaction in Different Learning Environments.

Service Quality Assessment of Online Sport Education at a Sport-Specific Graduate Institute