Investigation of Interaction, Online Support, Course Structure and Flexibility as the Contributing Factors to Students' Satisfaction in an Online Certificate Program.

Erman Yükseltürk · Zahide Yıldırım

160 citations0/0 files storedOpenMETU (Middle East Technical University)

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Online and Blended Learning Educational Outcomes and Influences Technology-Enhanced Education Studies

Abstract

The purpose of the study is to investigate some of the factors that contribute to satisfaction of participants in an online Information Technologies Certificate Program (ITCP). The program includes eight courses and lasts four semesters. The sample consisted of 30 participants who enrolled to the program and 8 instructors who gave the courses in this program in 2004-2005. The data was collected through both qualitative and quantitative methods. An online questionnaire was used to gather data on participants' satisfaction about the program, semi-structured interviews were conducted with both the participants and the instructors to analyze the factors that contribute to satisfaction in the program, and asynchronous and synchronous communication transcripts were examined to support the findings. Descriptive statistics were reported upon the participants' satisfaction in regard to learner-learner interaction, learner-instructor interaction, course structure, institutional support, and flexibility. A repeated measure analysis test was utilized to see the changes in the participants' satisfaction throughout this online program based on semester one, two, three, and four. The results of the study showed that even though the participants' overall satisfaction was generally positive, it decreased significantly toward the final semesters of the program. The findings highlighted some of the critical issues such as "learning community formation through interaction, well structured and guided project or problem-based group activities, considering instructional design and cognitive principles in the design of the program, and flexibility in time and selection of the courses" that should be taken into account in designing online programs.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 160 citations exist upstream.

References

1984Case Study Research: Design and Methods 1998Qualitative research and case study applications in education 2004Case Study Research 1997Qualitative Research for Education: An Introduction to Theory and Methods 2002Becoming a Self-Regulated Learner: An Overview 2010SAGE Handbook of Mixed Methods in Social & Behavioral Research 2009Evaluating Training Programs : The Four Levels 1996Distance education : a systems view

Cited by

2018Implementing flipped classroom that used an intelligent tutoring system into learning process 2019A structural equation model of predictors of online learners’ engagement and satisfaction 2015Designing a predictive model of student satisfaction in online learning 2014A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments 2022The university students’ self-regulated effort, flexibility and satisfaction in distance education

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.