A Study of the Predictive Relationships Between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

A Study of the Predictive Relationships Between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

Cherng-Jyh Yen (Old Dominion University, USA) and M’hammed Abdous (Old Dominion University, USA)
Copyright: © 2012 |Pages: 14
DOI: 10.4018/jdet.2012010105
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This study assessed the predictive relationships between faculty engagement, learner satisfaction, and outcomes across multiple learning delivery modes (LDMs). Participants were enrolled in courses with the options of three learning delivery modes: face-to-face, satellite broadcasting, and live video-streaming. The predictive relationship between faculty engagement and student satisfaction remained constant across the three learning delivery mode groups. In addition, faculty engagement was an effective predictor for learner satisfaction, regardless of LDM. Similarly, the predictive relationship between faculty engagement and learning outcomes as measured by final grades remained constant. The results also suggested that an increase in the faculty engagement score was accompanied by an increased probability of obtaining a better course final grade. Overall, findings from the study supported the importance of faculty engagement in student learning outcomes and satisfaction regardless of the LDM.
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The confluence of technology convergence, market forces, and student demand for greater access is reshaping higher education institutions. Indeed, the convergence of technological innovations in hardware, software, and telecommunications, combined with the ubiquity of learning management systems, is reconfiguring and strengthening traditional teaching and learning delivery modes (Amirault & Visser, 2009; Harasim, 2006; Laurillard, 2008). In the current context, one in which universities are forced to adapt, rethink, and even reinvent themselves, the traditional lines between distance education (DE) and face-to-face teaching and learning are becoming progressively blurred, particularly since the dramatic rise of online and blended or hybrid learning (Means, Toyama, Murphy, Bakia, & Jones, 2009; Parsad & Lewis, 2008).

This structural transformation is progressively redefining the concept of faculty’s presence and their ability to interact and engage learners. The traditional model of teaching and learning (with its heavy reliance on teacher presence) is being augmented with various tools and technologies (Abdous & Yen, 2010). Additionally, student engagement and its corollary, interaction, have been closely linked to desirable learning outcomes, including academic achievement, critical thinking, and grades (Handelsman, Briggs, Sullivan, & Towler, 2005; Pascarella & Terenzini, 2005; Carini, Kuh, & Klein, 2006).

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