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ERIC Number: ED548701
Record Type: Non-Journal
Publication Date: 2012
Pages: 126
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-2100-8
Faculty Satisfaction and Student Outcomes in the Online Learning Environment
Niklason, B. Gail
ProQuest LLC, Ed.D. Dissertation, University of Wyoming
A modified survey instrument, designed to measure faculty satisfaction with the online learning environment, was administered to the online faculty at a large, public institution of higher education in the western United States. The survey was administered in support of this study's first research question; what is the general level of satisfaction with online teaching and learning at this institution? The findings indicated that the level of satisfaction was generally moderate (3.74 on a 5 point scale) though pockets of less satisfaction were detected. A focused analysis of the six subscales that comprised the survey was conducted. Of the six subscales; student-to-student interaction, teacher-to-student interaction, course design/develop/teach, institutional support, attitudes, and affordances; affordances recorded the highest satisfaction level while student-to-student interaction recorded the lowest. Further analysis was done based upon several areas of faculty demographic including, home college, age, gender, and experience with online teaching. Highly significant differences were found between home colleges and age groups of the responding faculty. The second part of the study involved gathering student outcomes, specifically the rate of successful completion of online courses taught by the responding faculty during the two semesters of study; Fall 2010 and Spring 2011. Those outcomes were analyzed for overall rates of successful completion, defined as the percent of students registered for a course who completed the course with a grade of "C-" or better, as well as analyzed by college within which the course was taught. The College of Health Professions had the highest average rate of successful completion, 90.45%, while the College of Science had the lowest average rate of successful completion, 72.66%. Differences between colleges were statistically significant. Finally, efforts were focused on determining the nature of the relationship between faculty satisfaction with the online learning environment and rates of successful online course completion. A small, but positive and significant correlation was found. When similar analyses were conducted between each of the subscales and the average rate of student success, small but significant correlations were seen. The student-to-student interaction subscale indicated the highest correlation with student outcomes of the five significant outcomes. The findings of this study have implications for professional development efforts for online instructors. First, helping instructors understand the relationship between their satisfaction and their students' outcomes is important. Secondly, ensuring that online instructors know the potential for student-to-student interaction in an online course and giving them the tools and knowledge to implement those interactions, is key. The study has implications for institutional policy around online learning, in particular around areas of student readiness to be successful in their online learning efforts and in the consideration of requiring professional development for online faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A