Student Satisfaction and Reported Learning in the SUNY Learning Network: Interaction and Beyond - Social Presence in Asynchronous Learning Networks
Year: 2001
Type: book-chapter
Study design: Observational Study
Abstract: This paper will provide an update on student satisfaction in the SUNY Learning Network (SLN). We will look at the issue of student satisfaction from a variety of perspectives focusing on both the learning environment of SLN and on specific constructs and variables that may promote high levels of satisfaction. From a system perspective we will review the results of student surveys on a variety of issues impacting satisfaction. We interpret these results in light of the strategic objectives of the program and keeping in mind socio-cognitive views of instruction and well established principles of good practice in higher education. As with previous studies of student satisfaction in SLN, and in alignment with predictions from this theoretical framework, results indicate the importance of teacher-to-student and student-to-student interaction. More specifically, these results indicate the importance of both the quantity and quality of facultystudent interaction, of communicating clear expectations on how to succeed in courses and of providing timely, high quality feedback. These are the instructional variables that correlate most strongly with both satisfaction and learning. We also look at survey results that show correlations between the nature of SLN's asynchronous, text-based online learning environment and student's reported: depth of thought in discussions, ability to communicate effectively in writing, feelings of isolation, time on task, wasted time, and reported learning. We find good reason to believe that this environment engenders high levels of interaction, participation, satisfaction and learning.
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1546557546