Student perception and satisfaction in Online Certificate Courses

Erman YukselturkMiddle East Technical University

Fethi A. InanThe University of Memphis

E-Learn 2004 -- Washington, DC, USA Nov. 1-5, 2004

Satisfaction Studies

• Researches investigated online learners’ achievement more than what the students have experienced

• There is strong correlation between student satisfaction and retention

• It is not unusual that, even students with high achievement report less satisfaction

Contributors: Students Characteristics

• Student demographics• Married • Employed full time• Older than typical college-age students

• Prior experiences• Expectations

• Expecting condition like traditional classroom

Contributors: Program implementation

• Orientation• Support• Quality of instructional materials• Instructors• Course management and facilitation

Description of OITC Program

• First Internet Based Certificate program (started in May 1998 )

• Synchronous and asynchronous communication methods are used

• Four semesters lasting nine months totally (Two courses for each semester)

• One instructor and two assistants are dealing with each course.

• At the end of each term, there are face-to-face sessions for each course within the campus

• Assessments are based on the final examinations, homework, attendance the chat sessions and participation in the discussion lists

Questions

• What are the students’ perceptions on the online courses which are regarding • lecture notes, • assessment and evaluation procedures, • course resources, • instructors and graduated assistants, • communication tools, • face-to-face instruction, • perceived gain..

• How the students’ perception of the courses has changed between the semesters?

Participants & Procedure

Program Semester # 2 Semester # 3 Semester # 4

6th 44 38 31

Online Learning Experience Survey was used

Data collected end of each semester

FindingsSemester 2 Semester 3 Semester 4

N M SD N M SD N M SD

Lecture Notes 39 3.28 .49 35 3.08 .74 26 3.36 .71

Evaluation Procedures

36 3.41 .59 31 3.28 .75 25 3.53 .65

Course Resources

32 3.29 .87 27 3.07 .87 25 3.44 .98

Instructor and Assistants

32 3.75 .63 27 3.41 .87 25 3.85 .81

Communication Tools

32 3.09 .67 27 3.09 .58 23 3.11 .61

Format of Instruction

34 4.38 .88 28 4.38 .92 25 3.99 .87

Perceived Gain 33 2.97 .46 28 3.00 .54 25 3.22 .58

Semester-3Semester-2Semester-1

5.0

4.5

4.0

3.5

3.0

2.5

Lecture Notes

Evaluation Procedure

Course Resources

Perceived Gain

Instructor and Assis

Communication Tools

Instruction Format

Conclusion

• Students’ perception in lecture notes, assessment and evaluation procedures, course resources, instructors and graduated assistants, communication tools, and perceived gain were low, However, student perception was higher in face-to-face of the instruction

• Perceptions in face-to-face instruction get higher, their perception on lecture notes, assessment and evaluation procedures, course resources, instructors and graduated assistants, and perceived gain get lower