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Dimensions of Student Satisfaction on Online Programs

Dimensions of Student Satisfaction on Online Programs

Petek Askar, Oktay Dönmez, Gonca Kizilkaya, Volkan Çevik, Kerem Gültekin
Copyright: © 2009 |Pages: 6
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch091
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MLA

Askar, Petek, et al. "Dimensions of Student Satisfaction on Online Programs." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 640-645. https://doi.org/10.4018/978-1-60566-198-8.ch091

APA

Askar, P., Dönmez, O., Kizilkaya, G., Çevik, V., & Gültekin, K. (2009). Dimensions of Student Satisfaction on Online Programs. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 640-645). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch091

Chicago

Askar, Petek, et al. "Dimensions of Student Satisfaction on Online Programs." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 640-645. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch091

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Abstract

This research studies on the evaluation of online courses are usually conducted for investigating the differences between face-to-face and Web-based environments with respect to achievement. Most of the findings indicated “no significant difference” (Russell, 1999). However, only looking at achievement as a quality measure is reducing the complex phenomena into a single variable. Therefore, an analysis of the system with its components is needed. A study on students’ frustrations with a Web-based distance education course (Hara & Kling, 1999) showed that there were two foci of frustration among students in the course. The first focus was technological problems; students without access to technical support were especially frustrated. The second focus involved the course content and the instructor’s practices in managing communications with students. Students were frustrated because of a lack of immediate feedback from the instructor and ambiguous instructions on the Web and via e-mail.

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