Comparison and predictors of student satisfaction with their performance in university courses delivered by point -to -point and multipoint interactive television.

This dissertation examines the difference in student satisfaction with their performance in the course and its predictors in two settings of interactive televised (ITV) settings---point-to-point and multipoint. Data were collected, in 1995, at a state university. Satisfaction was measured by student report. Published and researcher designed surveys were used to explore characteristics of students, teachers, technology and context of learning. Participants included 237 students from twelve point-to-point courses in eight disciplines and 120 students from four multipoint courses in four disciplines. Point-to-point courses had students and a teacher from an on-campus site connected to students at an off-campus site. Multipoint courses had students and a teacher from an on-campus site connected to students at three to five off-campus sites. Differences were not found in student satisfaction with their performance in the course. Grade expected by students was a positive significant predictor in both settings. The interpersonal characteristics---feeling part of the class, friendly feelings toward students at other sites, and nonverbal communication of teachers---were significant point-to-point predictors. The intrapersonal characteristics---self-efficacy and college requirement of the class---were significant multipoint predictors. ITV instructors should be cognizant of their nonverbal behavior and should work to provide a positive socio-emotional environment in point-to-point settings. Instructors and students should develop plans for enhancing student self-efficacy in multipoint settings. Such plans should include increasing student focus and monitoring comprehension of material taught. University administrators should deliver point-to-point courses to and from off-campus sites only. This would provide a common baseline of situation for students, which could enhance interpersonal relationships among them. University administrators should also deliver multipoint classes from empty classrooms or studios. This would eliminate the need for an on-campus site, the site where students do not directly benefit from this delivery mode and are most likely to be dissatisfied, especially, when taking the course as a college requirement.Doctor of Education (EdD)Adult educationEducationEducational psychologyEducational technologyHigher educationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/127511/2/3000911.pd