Factors Influencing Student & Faculty Satisfaction in the SUNY ...
Factors Influencing Student & Faculty Satisfaction in the SUNY ...
Factors Influencing Student & Faculty Satisfaction in the SUNY ...
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State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> &<br />
<strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> <strong>the</strong><br />
<strong>SUNY</strong> Learn<strong>in</strong>g Network<br />
Spr<strong>in</strong>g 2000 Survey Results<br />
Eric Fredericksen,<br />
Peter Shea,<br />
Alexandra Pickett<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Introduction<br />
<strong>SUNY</strong> is not creat<strong>in</strong>g a<br />
“Virtual University”<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Introduction<br />
<strong>SUNY</strong> is “virtualiz<strong>in</strong>g”<br />
our exist<strong>in</strong>g university<br />
system<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> && <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> <strong>in</strong> SLN SLN<br />
Introduction<br />
Overview. . .<br />
SLN -<br />
Build<strong>in</strong>g a<br />
University<br />
System- Wide<br />
ALN<br />
• <strong>Faculty</strong> Development and Tra<strong>in</strong><strong>in</strong>g<br />
• <strong>Faculty</strong> Tra<strong>in</strong><strong>in</strong>g Materials<br />
• Ongo<strong>in</strong>g <strong>Faculty</strong> Support<br />
• Course Development Process<br />
• Instructional Design & Support Team<br />
• Technical Infrastructure (Servers/Telecommunications)<br />
• Technical Support/7 x 24 Operational Support<br />
• Policy Development<br />
• Virtual Bookstore<br />
• Market<strong>in</strong>g & Promotional Activities<br />
• Research/Data Collection/Analysis<br />
• Help Desk/7 days a week<br />
• Central Inquiry Response Capacity<br />
• Common <strong>Student</strong> Registration Process<br />
• <strong>SUNY</strong> DL Web site<br />
• Assist<strong>in</strong>g Registrars<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea<br />
Eric Fredericksen Alexandra Pickett Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> <strong>Student</strong> & <strong>Faculty</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN <strong>in</strong> SLN<br />
Background<br />
Campus<br />
Responsibilities<br />
• Offer courses<br />
• Grant Degree<br />
• F<strong>in</strong>ancial Aid<br />
• Register students<br />
• Advisement<br />
• Academic Review<br />
• <strong>Student</strong> Services<br />
• Select <strong>Faculty</strong><br />
• … cont<strong>in</strong>ues to evolve<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> <strong>Student</strong> & <strong>Faculty</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN <strong>in</strong> SLN<br />
Background<br />
Growth <strong>in</strong> campus<br />
participation<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
95-96 96-97 97-98 98-99 99-00 00-01<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN <strong>in</strong> SLN<br />
Background<br />
Growth <strong>in</strong> courses<br />
offered<br />
1400<br />
1200<br />
1000<br />
800<br />
600<br />
400<br />
200<br />
0<br />
95-96 96-97 97-98 98-99 99-00 "00-01"<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea<br />
Eric Fredericksen Alexandra Pickett Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Background<br />
Growth <strong>in</strong> enrollments<br />
20000<br />
18000<br />
16000<br />
14000<br />
12000<br />
10000<br />
8000<br />
6000<br />
4000<br />
2000<br />
0<br />
95-96 96-97 97-98 98-99 99-00 "00-01"<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> && <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> <strong>in</strong> SLN SLN<br />
Background<br />
Growth <strong>in</strong> degree<br />
programs<br />
30<br />
25<br />
20<br />
15<br />
Certificates<br />
Associate<br />
Baccalaureate<br />
Graduate Degree<br />
10<br />
5<br />
0<br />
95-96 96-97 97-98 98-99 99-00<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea<br />
Eric Fredericksen Alexandra Pickett Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Results of <strong>the</strong> SLN - Spr<strong>in</strong>g 2000<br />
<strong>Student</strong> <strong>Satisfaction</strong> Survey<br />
Based on:<br />
•495 courses<br />
•42 campuses<br />
•7399 enrollments<br />
•On-l<strong>in</strong>e survey at <strong>the</strong> end of <strong>the</strong> semester<br />
•1974 respondents<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Age<br />
13% 2% 16-25<br />
25%<br />
34%<br />
26-35<br />
36-45<br />
46-55<br />
56-65<br />
66+<br />
26%<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Gender<br />
25%<br />
Male<br />
Female<br />
75%<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Academic Level<br />
12%<br />
13%<br />
42%<br />
Fresh/Soph<br />
Jun/Sen<br />
Grad<br />
Non-Matric<br />
33%<br />
3.1% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Employment<br />
23%<br />
50%<br />
Full<br />
Part<br />
Non<br />
27%<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Proximity to Campus<br />
14%<br />
5%<br />
10%<br />
44%<br />
On Campus<br />
< 30 m<strong>in</strong><br />
30-60 m<strong>in</strong><br />
1-2 hrs<br />
> 2 hrs<br />
27%<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Onl<strong>in</strong>e Experience<br />
11%<br />
13%<br />
7%<br />
First Course<br />
Second Course<br />
Third Course<br />
More than 3 courses<br />
69%<br />
0.7% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Prior Computer Skills<br />
9% 1% High<br />
51%<br />
Average<br />
Low<br />
Zero<br />
39%<br />
0.6% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Overall I was very satisfied<br />
with this onl<strong>in</strong>e course”<br />
6% 5% Stongly Agree<br />
10%<br />
39%<br />
Agree<br />
Nei<strong>the</strong>r<br />
Disagree<br />
Strongly Disagree<br />
40%<br />
0.9% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Compared to your classroom<br />
experiences, how would you rate your<br />
level of learn<strong>in</strong>g <strong>in</strong> this onl<strong>in</strong>e course?”<br />
15%<br />
5%<br />
12%<br />
Much more than <strong>in</strong><br />
<strong>the</strong> classroom<br />
More than <strong>in</strong> <strong>the</strong><br />
classroom<br />
23%<br />
The same<br />
45%<br />
2.3% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea<br />
Less than <strong>in</strong> <strong>the</strong><br />
classroom<br />
Much less than <strong>in</strong> <strong>the</strong><br />
classroom
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Overall, I had a great deal of<br />
<strong>in</strong>teraction with my <strong>in</strong>structor <strong>in</strong> this<br />
onl<strong>in</strong>e course”<br />
13%<br />
19%<br />
8%<br />
24%<br />
Strongly Agree<br />
Agree<br />
Nei<strong>the</strong>r<br />
Disagree<br />
Strongly Disagree<br />
36%<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Overall <strong>the</strong> quality of my <strong>in</strong>teraction<br />
with my <strong>in</strong>structor was very high.”<br />
10%<br />
19%<br />
7%<br />
24%<br />
strongly agree<br />
agree<br />
Nei<strong>the</strong>r<br />
disagree<br />
strongly disagree<br />
40%<br />
1.5% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Overall my <strong>in</strong>structor provided very<br />
prompt feedback”<br />
9%<br />
8%<br />
7%<br />
40%<br />
strongly agree<br />
agree<br />
Nei<strong>the</strong>r<br />
disagree<br />
strongly disagree<br />
36%<br />
1.0% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Overall I received high quality feedback<br />
from my <strong>in</strong>structor”<br />
6% 4%<br />
9%<br />
41%<br />
strongly agree<br />
agree<br />
Nei<strong>the</strong>r<br />
disagree<br />
strongly disagree<br />
40%<br />
1.0% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Overall my <strong>in</strong>structor provided clear<br />
expectations.”<br />
5% 3%<br />
9%<br />
43%<br />
strongly agree<br />
agree<br />
Nei<strong>the</strong>r<br />
disagree<br />
strongly disagree<br />
40%<br />
.8% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Overall I had a great deal of<br />
<strong>in</strong>teraction with my fellow onl<strong>in</strong>e<br />
classmates <strong>in</strong> this onl<strong>in</strong>e course.”<br />
15%<br />
7%<br />
19%<br />
Strongly Agree<br />
Agree<br />
Nei<strong>the</strong>r<br />
Disagree<br />
Strongly Disagree<br />
23%<br />
36%<br />
1.0% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Compared to classroom-based <strong>in</strong>struction,<br />
how would you rate your level of participation<br />
<strong>in</strong> this onl<strong>in</strong>e course?”<br />
14%<br />
5%<br />
18%<br />
Much More<br />
More<br />
The same<br />
Less<br />
Much Less<br />
33%<br />
30%<br />
1.7% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Overall I was very satisfied with <strong>the</strong><br />
<strong>SUNY</strong> Learn<strong>in</strong>g Network.”<br />
3% 1%<br />
9%<br />
43%<br />
Strongly Agree<br />
Agree<br />
Nei<strong>the</strong>r<br />
Disagree<br />
Strongly Disagree<br />
44%<br />
1.7% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Overall I was very satisfied with <strong>the</strong><br />
technical support available from <strong>the</strong><br />
SLN HelpDesk”<br />
1% 1% Stronlgy Agree<br />
26%<br />
35%<br />
Agree<br />
Nei<strong>the</strong>r<br />
Disagree<br />
Strongly Disagree<br />
37%<br />
4.4% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Overall I am very satisfied with onl<strong>in</strong>e<br />
learn<strong>in</strong>g.”<br />
5% 3% Strongly Agree<br />
10%<br />
45%<br />
Agree<br />
Nei<strong>the</strong>r<br />
Disagree<br />
Strongly Disagree<br />
37%<br />
1.1% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Which of <strong>the</strong> follow<strong>in</strong>g was your primary<br />
reason for tak<strong>in</strong>g this course onl<strong>in</strong>e?”<br />
6%<br />
9%<br />
13%<br />
Distance or a lack of<br />
transportation<br />
Conflicts with personal<br />
schedule<br />
17%<br />
Course not offered on campus /<br />
Schedule conflict<br />
Family responsibilites<br />
15%<br />
1.4% chose not to answer<br />
40%<br />
Interest <strong>in</strong> technology/Internet<br />
O<strong>the</strong>r<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Overall I th<strong>in</strong>k <strong>the</strong> technology <strong>in</strong>volved<br />
had a positive effect on my learn<strong>in</strong>g <strong>the</strong><br />
course content.”<br />
4% 2%<br />
21%<br />
30%<br />
strongly agree<br />
agree<br />
Nei<strong>the</strong>r<br />
disagree<br />
strongly disagree<br />
43%<br />
1.3% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Do you feel technical difficulties made it<br />
more difficult to learn <strong>in</strong> this environment<br />
than <strong>in</strong> <strong>the</strong> classroom?”<br />
13%<br />
12% 3% any technical difficulties<br />
Not applicable - I did not have<br />
50%<br />
Not applicable - I had technical<br />
difficulties but <strong>the</strong>y did not<br />
affect my learn<strong>in</strong>g<br />
Not any more difficult than <strong>in</strong><br />
<strong>the</strong> classroom<br />
Yes - Somewhat more difficult<br />
22%<br />
Yes - Much more difficult<br />
1.3% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
“Based on your experience, would you<br />
consider tak<strong>in</strong>g o<strong>the</strong>r onl<strong>in</strong>e courses <strong>in</strong><br />
<strong>the</strong> future?”<br />
10%<br />
6% 2% yes - as many as<br />
possible<br />
Yes - some additional<br />
courses<br />
47%<br />
Undecided<br />
35%<br />
No - unless necessary<br />
due to schedule<br />
conflict<br />
no<br />
0.8% chose not to answer<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
Longitud<strong>in</strong>al Data<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Four Semesters of <strong>Student</strong> <strong>Satisfaction</strong>:<br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
How satisfied were you with this onl<strong>in</strong>e course?<br />
Fall 98 Spr<strong>in</strong>g 99 Fall 99 Spr<strong>in</strong>g 2000<br />
"Satisfied"<br />
"Not Satisfied"<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Hypo<strong>the</strong>ses<br />
What factors might relate to student satisfaction and learn<strong>in</strong>g<br />
<strong>in</strong> <strong>the</strong> <strong>SUNY</strong> Learn<strong>in</strong>g Network?<br />
Based on:<br />
•Theory: Social/Socio-cognitive view of <strong>in</strong>struction:<br />
(Vygotsky, 1962, 1978; Bruner, 1990; Brown, Coll<strong>in</strong>s &<br />
Duguid , 1989; Lave, 1988, 1990)<br />
•Practice:<br />
7 Pr<strong>in</strong>ciples for Good Practice <strong>in</strong> Undergraduate Education<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Hypo<strong>the</strong>ses<br />
Based on previous results, some variables we ignored when<br />
look<strong>in</strong>g for factors that may <strong>in</strong>fluence student satisfaction<br />
and reported learn<strong>in</strong>g:<br />
•Gender<br />
•Age<br />
•Employment<br />
•Distance<br />
•Computer Skill Level<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Results<br />
Based on previous results, some variables we ignored when<br />
look<strong>in</strong>g for factors that may <strong>in</strong>fluence student satisfaction<br />
and reported learn<strong>in</strong>g<br />
Correlations between:<br />
•Gender<br />
S-(r=.08)<br />
•Age<br />
S-(r=-.09)<br />
•Employment S-(r=.08)<br />
•Distance S-(r=.-08)<br />
•Computer Skills S-(r=.03)<br />
(S = Correlation between variable and <strong>Student</strong> <strong>Satisfaction</strong>)<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Hypo<strong>the</strong>ses<br />
Expected significant correlations with high satisfaction and high levels of<br />
reported learn<strong>in</strong>g based on Social Learn<strong>in</strong>g Theory and “Best Practice” :<br />
•Interaction with <strong>the</strong> <strong>in</strong>structor<br />
•Quality of <strong>in</strong>teraction with <strong>the</strong><br />
<strong>in</strong>structor<br />
•Interaction with classmates<br />
•Participation<br />
•<strong>Satisfaction</strong> with <strong>the</strong> Helpdesk<br />
•Prompt feedback<br />
•Low level of technical<br />
difficulties<br />
•Quality of feedback<br />
•Clear expectations<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Hypo<strong>the</strong>ses<br />
Significant correlations with high satisfaction and high reported learn<strong>in</strong>g<br />
•Interaction with <strong>the</strong> <strong>in</strong>structor<br />
S-(r=.65) RL-(r=.63)<br />
•Quality of <strong>in</strong>teraction with <strong>the</strong><br />
<strong>in</strong>structor<br />
S-(r=.70) RL-(r=.64)<br />
•Prompt feedback<br />
S-(r=.61) RL-(r=.54)<br />
•Quality of feedback<br />
S-(r=.62) RL-(.58)<br />
S=<strong>Satisfaction</strong><br />
RL=Reported Learn<strong>in</strong>g<br />
•Clear expectations<br />
S-(r=.63) RL-(.59)<br />
Low level of technical difficulties<br />
S-(r=.32) RL-(r=.31)<br />
•Interaction with classmates<br />
S-(r=.38) RL-(r=.37)<br />
•Participation<br />
S(r=.39) RL-(r=.41)<br />
•<strong>Satisfaction</strong> with <strong>the</strong> Helpdesk<br />
S-(r=.26) RL-(r=.25)<br />
(Correlation is significant at <strong>the</strong> .01 level)<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea
State University of New York<br />
<strong>Factors</strong> <strong>Influenc<strong>in</strong>g</strong> <strong>Student</strong> & <strong>Faculty</strong> <strong>Satisfaction</strong> <strong>in</strong> SLN<br />
Ty<strong>in</strong>g <strong>the</strong> Results to Theory and Practice<br />
“Learn<strong>in</strong>g, both outside and <strong>in</strong>side school, advances through<br />
collaborative social <strong>in</strong>teraction and <strong>the</strong> social construction of<br />
knowledge” (Brown, Coll<strong>in</strong>s & Duguid , 1989).<br />
Given <strong>the</strong> potentially isolat<strong>in</strong>g nature of <strong>the</strong> onl<strong>in</strong>e<br />
environment, onl<strong>in</strong>e <strong>in</strong>struction and faculty development<br />
should focus on <strong>the</strong> social aspects of learn<strong>in</strong>g. Encourage:<br />
•Active Learn<strong>in</strong>g<br />
•Interaction: faculty to student<br />
and student to student<br />
•Quality of <strong>in</strong>teraction<br />
•Prompt Feedback<br />
•Quality Feedback<br />
•Clear Expectations<br />
•Supportive Helpdesk<br />
Eric Fredericksen . Alexandra Pickett . Peter Shea