Servicing students:understanding students’ interactions with people and processes using online tools

The purpose of this study is to examine students’ experiences with online tools and how these tools can facilitate students’ interactions with peers, lecturers, content, and administration. The sample was drawn from five countries: Australia (n = 502), United States (n = 498), United Kingdom (n = 529), India (n = 618), and China (n = 569). ANOVA and MANOVA were used to analyze the results. The key findings are that students, across all five subsamples, find lectures the most important tool, online submission of assessments is the most satisfying, and online assessments are meeting expectations. Findings suggest e-learning should be focused on student-to-teacher and administration interactions