An examination of relationships between psychosocial satisfaction scales in an online student learning environment

Research suggests that students who are satisfied with their learning experiences are typically successful and there is a fundamental theory that suggests if the expectations of students are achieved they will be return customers. This study examined the relationships between the psychosocial satisfaction scales in an online student learning environment using validated constructs of satisfaction including, instructor support, student interactivity and collaboration, personal relevance, active learning, authentic learning, and autonomous learning. Two survey instruments were used to collect data for this study including a pre-course survey administered during the first week of online classes and a post-course survey administered during the last week of online classes to all students enrolled in an online class during the spring term of 2010. Demographic variables of gender, age, and ethnicity, as well as computer efficacy and preparation effort, were included in a factorial two-way analysis of variance (ANOVA) used to measure the difference in expectation (pre-course) levels of students taking online courses based on demographic and other variables and the difference in actual experience (post-course) levels resulting in no significant differences for either test. A factorial ANOVA was also used to measure the differences in the degree of satisfaction of students taking online courses based on the same demographic and other variables resulting in no significant differences. A repeated measures multivariate analysis of variance (MANOVA) was used to measure the difference in student expectations versus experiences with online courses using the constructs of satisfaction. The MANOVA did not support differences in expectations versus experiences across the satisfaction constructs. Finally, a MANOVA was used to measure differences in student satisfaction among the demographic and other variables across the satisfaction constructs based on both expectations (pre-course) and experiences (post-course). The MANOVA did not support differences in satisfaction among the variables or satisfaction constructs for either expectations or actual experiences in an online learning environment. This study provided a thorough analysis of the complexities of student satisfaction characteristics with respect to an online learning environment that could provide information relative to the factors that contribute to the success and satisfaction of students. (Published By University of Alabama Libraries