Length of online course and student satisfaction, perceived learning, and academic performance

Amy DeFelice

109 citations0/0 files storedThe International Review of Research in Open and Distributed Learning

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Online and Blended Learning Evaluation of Teaching Practices Educational Outcomes and Influences

Abstract

This research presents findings from a two-part study. In the first part, graduate students taking online courses were given a course evaluation form. Student responses from online abbreviated summer sessions were compared to student responses from online full-semester courses. Both the intensive and full-semester courses were taught by the same professor and both had identical requirements in terms of assignments and exams. The independent variable was the length of time taken to complete the requirements, with the dependent variables being satisfaction with the course, perceived learning, and academic performance. A statistical analysis of the data found significant differences in a number of areas.

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References

2000As Distance Education Comes of Age, the Challenge Is Keeping the Students.2002Effects of Different Types of Interaction on Learning Achievement, Satisfaction and Participation in Web-Based Instruction 2005Growing by Degrees: Online Education in the United States, 2005.2000Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network 2005Factors Affecting Student Attitudes Toward Flexible Online Learning in Management Education 2007On-Line Course Effectiveness: An Analysis of Student Interactions and Perceptions of Learning 1999Theory and distance education: A new discussion 2003Attributes of high‐quality intensive courses

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2017An Examination of Motivation Model Components in Face-to-Face and Online Instruction 2022Developing an online learner satisfaction framework in higher education through a systematic review of research 2017Persistence factors revealed: students’ reflections on completing a fully online program 2019Accounting students’ choice of blended learning format and its impact on performance and satisfaction

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