ERIC Number: EJ1144773
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 20
Improving Student Satisfaction with Large-Scale, Compressed Timeline Online Courses
Grady, Julie R.
Quarterly Review of Distance Education, v14 n4 p195-208 2013
This teacher action research study focuses on causes for a decrease in course satisfaction by students enrolled in a large-scale, compressed timeline online course compared to satisfaction in previous courses. To determine modifications to the large-scale, compressed timeline online course, I analyzed course evaluations and the structures of this course and small-scale online courses. Based on evidence and self-determination theory, I increased the frequency and supportive nature of student-faculty communication and slightly reduced the number of assignments in order to strengthen feelings of relatedness, autonomy, and competence. Evaluation scores and comments from the second large-scale, compressed timeline online course indicated that satisfaction is influenced by these changes.
Descriptors: Student Satisfaction, Online Courses, Action Research, Self Determination, Comparative Analysis, Course Evaluation, Higher Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A