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ERIC Number: ED549210
Record Type: Non-Journal
Publication Date: 2012
Pages: 214
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-6730-3
Online Learning Satisfaction: Does Culture Matter?
Tankari, Moussa
ProQuest LLC, Ed.D. Dissertation, Northern Arizona University
The purpose of this mixed-methods study, which used sociocultural learning theory as its framework, was to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in a global learning environment. More specifically, this paper investigated the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data collected through respectively via surveys and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research. This study reports results of the Learners' Value Index of Satisfaction (LeVIS) and the Cultural Values Scale (CVSCALE) questionnaire for respondents from one large western institution of higher education who participated in the fall 2011 study (199 graduate students from 22 academic departments). The questionnaire comprised three sections. The first section measured participants' level of cultural orientation across four categories: (a) power distance, (b) collectivism, (c) uncertainty avoidance, and (d) masculinity and consisted of 28 items. The second section measured participants' satisfaction across four constructs: (a) technology/support, (b) quality of course content, (c) interaction with instructor, and (d) learner-self-assessment and consisted of 48 items. The third section comprised a demographic questionnaire which asked about participants' ethnicity, gender, age group, academic department, degree program, and country of citizenship. The quantitative data analysis consisted of (a) data screening, (b) assessment of normality (which brought the number of participants from 199 to 195 for Research Question 1 and 4 and 196 for Research Question 2 and 3), (c) one-way univariate analysis of variance (ANOVA), and (d) descriptive statistics. The one-way ANOVA showed that there was no significant difference between cultural orientation and satisfaction. The descriptive statistics indicated that the sample roughly mirrored the general institution's population because 72.4% of the participants were Caucasians and this should be taken into account when interpreting the results of this study. The qualitative data consisted of six unstructured interviews with three males and three females and were analyzed using a constant comparison method, which consisted of (a) interview transcription, (b) interview coding, (c) generating categories or themes, and (d) reporting the findings. The findings indicated that culture has little or no impact on satisfaction, thus confirming the quantitative results. However, other factors such as age, online learning experience, and individual personality had been found to influence student satisfaction in this study. The study concludes with a discussion of the results and their implications for online learning, along with recommendations for future research. [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