Prior distance education research has focused primarily on student achievement scores as an indicator of the success of an online program. Few studies have researched student satisfaction as an indicator for evaluating the success of an online program. This study investigated the relationship between instructional delivery methods and student learning style preferences that predict student satisfaction in an online environment. Gender was also evaluated as a potential factor that could affect student satisfaction. Two survey instruments, the Distance Education Learning Environments Survey (DELES) and the Index of Learning Styles (ILS) questionnaire were used in a cross-sectional, non-experimental research approach. The collected data, from 166 participants, revealed that instructional delivery methods (specifically instructor support) can be used as a predictor for student satisfaction in an online course. Statistical results revealed that student learning style preferences and gender had no influence on student satisfaction. This study presented information regarding the need to incorporate cognitive and social constructivist learning theories in an online environment. Empirical evidence provided insight into the instructional delivery methods that promote student satisfaction in an online environment. Recommendations for further research in the field of distance learning are provided.
|Advisor:||Malpass, John R.|
|Commitee:||Harris, Sandra, Trunk, Barry|
|Department:||School of Psychology|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 69/05, Dissertation Abstracts International|
|Subjects:||Adult education, Educational psychology, Cognitive psychology, Educational technology|
|Keywords:||Instructional delivery, Learning preferences, Online, Online learning, Student satisfaction|
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