6.3 Online student satisfaction  (Page 2/6)

Definition of satisfaction

One source gives the definition of satisfaction as, “the contentment one feels when one has fulfilled a desire, need, or expectation” ( www.definitions.net ). Another source defines it as, “the fulfillment or gratification of a desire, need, or appetite”. (The American Heritage Dictionary, 1982). Students that are satisfied with an online course could indicate that the course fulfills their desire to be an educational leader and/or meets their expectations for a course. The defining of student satisfaction is multi-faceted and some researchers have used students' reported intent to take another online course upon the completion of one course (Robinson, 2008). The examination of student satisfaction for online course first requires an understanding of how satisfaction is defined by researchers. Some of the areas used when examining satisfaction in the research are: (1) components of instruction, such as teachers’ interactions and support with feedback (Abdulla, 2004; Bouras, 2009; Cameron, Morgan, Williams,&Kostelecky, 2009;Evans, 2009; Kane, 2004; Herbert, 2006; Ortiz-Rodriques, et al., 2005; Palmer&Holt, 2009; Shea, Pickett,&Pelz, 2003; Wyatt, 2005); (2) students’ interactions and support of each other (Baglione&Nastanski, 2007; Bouras, 2009; Evans, 2009; Ortiz-Rodriques, et al., 2005; Osika, 2006; Palmer&Holt, 2009); (3) student services, such as admission and financial aid (Waters, 2007; Woods, 2008); (4) active student engagement in learning (Cameron, Morgan, Williams,&Kostelecky, 2009); (5) rigor and relevancy of material and instruction (Aman, 2009; Cameron, et al, 2009; Sampson, Leonard, Ballenger,&Coleman, 2010); (6) students’ perceptions of their own performance (Aman, 2009; Palmer&Holt, 2009; Richardson&Swan, 2008); (7) students’ understanding of course evaluations and their self confidence for learning and communicating in an online course (Palmer&Holt, 2009); (8) technology issues (Abudulla, 2004; Aman, 2009; Bailey, 2008; Kane, 2004; Williams, 2000); (9) assessment (Aman, 2009); and (10) institutional issues such as student support of technology and ease of the management system for the online course (Folkers, 2005; Kane, 2004; Mandernach, 2005; Osika, 2006; Tallent-Runnels, et al., 2006).

The above list of factors are all used in defining and understanding student satisfaction, thus leading to a multi-faceted definition of student satisfaction of coursework whether online or traditional face-to-face courses. Keller (1983) stated that student satisfaction relates to the perceptions of being able to achieve success and feelings about the achieved outcomes. It is the changing face of student satisfaction that has driven the progress of online courses throughout the years.

Background

In 1953, the University of Houston offered college credit course by distance education using the public television station. The courses aired on the public station in the evening for convenience of students.

The 1990s became the most prevalent decade for the initial appearance of our current online education as the internet and technology advanced and became more accessible to the public (Preparing for your online education, 2011). This history of distance education has a long connection with our current online courses. As the needs of students have changed over the years, so has course delivery. It is the students’ satisfaction that has driven this change.