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ERIC Number: ED550880
Record Type: Non-Journal
Publication Date: 2012
Pages: 192
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-8045-8
ISSN: N/A
Satisfaction, Challenges, and Interaction in Online Education: A Generational Comparison
Yousef, Martin C.
ProQuest LLC, Ed.D. Dissertation, University of La Verne
Problem: Research suggests that multiple generations of students (predominantly Generation X and millennials) are concurrently enrolled in online classes and that the number of online students continues to grow. The problem investigated in this study was to identify the level of satisfaction as well as the preferences of students from Generation X and the millennial generation; the preferences include the reason for choosing online education and interaction preferences when engaged in online education. Purpose: The purpose of this study was to characterize the generational differences (Generation X and millennial generation) and preferences between online students. Specifically, the study focused on factors that led to the decision to enroll in online classes and the level of engagement and interaction for these groups within an online course. Additionally, the study focused on determining the level of satisfaction from each of the two generational groups. Methodology: This was a comparative descriptive study of both Generation X and millennial online students. Eighty-eight participants who were currently enrolled in a degree-granting online education program completed an online survey that measured their level of satisfaction and their preferences for enrolling in online classes. The survey also addressed similarities and differences between each of the two generations with respect to preferences and satisfaction. Findings: The data suggest millennial online students prefer and are satisfied with the level of interaction with their instructor, other students, and the learning community. On the other hand, Generation X online students are less satisfied with these same interaction types. Millennials are less satisfied with the speed of online education feedback and response when compared to their older classmates. Both generations are satisfied with the content and the ease of use of online education, including the opportunity to select the exact course content that is of interest to them. Conclusions: Both generations are satisfied with their online educational experience, but there are differences between preferences and the level of satisfaction of both generations studied. Recommendations: Although there are differences in expectations and the level of satisfaction, this study supports the need for continued research in the development of online curriculum and services that will be beneficial to all online learners. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A