While there are existing studies regarding the learning styles or learning preferences of students that originate in traditional Native American cultures, there is limited information in the literature regarding the satisfaction of college instruction facilitated by interactive videoconferencing (IVC) methods. The study provided an evaluation of the satisfaction of Navajo college students participating in IVC-delivered courses in two distance learning centers located on the Navajo Reservation.

As institutions of higher education move toward access remedies such as IVC to provide learning opportunities in isolated communities, it is significant to understand if the instructional delivery method adequately accommodates the functional aspects for course interaction in a culturally distinct Navajo classroom setting. The study examined the question of whether the efforts of IVC-delivered courses indicate instructional delivery methods satisfactory for a culturally distinct, Native American population in the American Southwest. Student respondent characteristics of prior college experience, gender, and community locations were examined in context to responses of student satisfaction. The results of the statistical analysis indicate overall positive satisfaction by the IVC classroom participants. The quantitative findings did not indicate significant differences between prior college experience and no prior college experience. In addition, there was no significant difference in satisfaction shown by gender of respondents. Also, community location of the respondents did not show significant difference in satisfaction. Some respondent comments did indicate a desire for greater interpersonal interaction with the faculty and a need to improve or stabilize the delivery technology.