SATISFACTION AND PERSISTENCE IN ONLINE COURSES
iCoMe 2016
Student Satisfaction and Persistence in Online Courses: Implications for Instructional Design Kurt Rutter
[email protected] Doctoral Student University of Hawaiʻi Honolulu, USA Abstract: Student persistence in online courses is frequently cited as being lower than face to face courses at the college level. This has implications for online course instructional design and for online instructors. To explore this issue, a search of peer reviewed articles on student persistence in online courses was done. A simple online word cloud application was used to discover the most frequently used terms in the abstracts of 97 peer reviewed articles from the initial search, which produced “satisfaction”. A second search using the term “satisfaction” in place of “persistence” was done, and a third search using “persistence and satisfaction”. A review of the resulting 27 unique articles revealed that student persistence is strongly influenced by overall satisfaction with the course as well as self-efficacy and achievement. The literature review revealed several dimensions of student persistence including instructor-student interaction, formal student-student interaction, engagement with the course, and informal peer group support within the course. Using this information and literature on instructional design, a small fully online course was re-designed. Careful instructional design can increase student engagement, self-efficacy, and peer support, creating a positive impact on student persistence in online courses. Keywords: Persistence, satisfaction, self-efficacy, instructional design, online learner
INTRODUCTION Satisfaction and Persistence in Online Courses Student persistence in an online section of a medical terminology course at a small pacific island community college lagged behind the face to face section of the same course. At the same time enrollment in the online section increased steadily due to the availability of the course for working, highly mobile learners. Evidence supports the premise that online course can have the same or even better persistence rate as a face to face course (Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2012), which led to researching a course redesign for the online section. A literature search was conducted of peer reviewed journals, full text available online, English language, and published between 2012 and 2016. In addition, studies on student persistence and satisfaction as well as self-efficacy by Shin (2003; 2006), Shin and Chan (2004) Luckin (2008) and Wong and Looi (2011) were included as frequently cited studies or for particular relevance to the theme of persistence and satisfaction. Dimensions of Student Persistence Based on a review of relevant articles and the themes generated, four dimensions of persistence emerged. These dimensions were (a) instructor-student interaction; (b) formal and informal peer interaction; and (c) engagement with the course. Instructor-Student Interaction. Recurring themes in the literature related to instructor-student interaction were engagement, presence, locus of control, and perceived self-efficacy. (Hart, 2012; Kuo, Walker, Schroder, & Belland, 2014; Joo, Lim, & Kim, 2013; Kim & Thayne, 2015; Hsia, 2015). Perceived transactional presence is also a significant factor in student satisfaction and intent to persist
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SATISFACTION AND PERSISTENCE IN ONLINE COURSES
iCoMe 2016
(Shin, 2003, Kuo, et al.). The larger the transactional distance, the more difficult fostering a sense of authentic presence becomes for the instructor (Shin & Chan, 2004; Dron & Anderson, 2014). A positive perception of an instructor’s authentic and interactive presence is therefore important for student’s satisfaction and persistence. It is not enough for an instructor to be present and available, one must be perceived to be present, available, and interested. Peer Interaction. Peer transactional presence can be divided into formal and informal transactional presence (Shin, 2003). Formal student-student transaction is defined in this paper as assigned peer interaction, for example, peer review of formal papers or required replies to blog or forum posts. Formal peer interaction are fostered by creating an ecology of learning in which peer interaction are a resource of value (Westberry & Franken, 2011; Dron & Anderson, 2014). informal transactions, or unscripted student initiated transaction, is important for providing a sense of connectedness (Zhan & Mei, 2013). Engagement with the Course. Instructor transactional presence and student locus of control impact engagement directly (Shin, 2003, Shin & Chan, 2004, Lee & Choi, 2013), while instructional design, student self-efficacy, and the student experience of “flow” impact engagement indirectly. Shin (2006) describes flow as a state in which the skills and knowledge of the learner are equal to or nearly equal to the challenge of task or problem. This paper defines engagement as an immersive, positive feeling of being in a flow state of dynamic learning with regard to a task or challenge. Dimensional Interdependence. All of the dimensions of student persistence discussed work together to foster persistence and satisfaction in online coursework. For the course redesign described below, the challenge was fostering student interaction and engagement by highly mobile, working students in an asynchronous learning environment. The instructional design for this course needed to foster a perception of transactional presence by facilitating instructor-student and peer to peer communication and support. The Transactional Presence theoretical framework of Shin (2003) was found to encompass each of the dimensions of persistence and satisfaction and so this was used in developing the research design.
RESEARCH DESIGN & METHODS Research Question.The research question is “What is the impact of transactional presence on student satisfaction and persistence in an introductory asynchronous online medical terminology course?” Three hypotheses are proposed; (a) student satisfaction and persistence is inversely related to transactional distance; and (b) student satisfaction and persistence is directly related to perceived level of instructor transactional presence; and (c) Satisfaction with the course is impacted by positive peer interactions.As in Shin and Chan (2004), transactional presence is defined as “the degree to which a distance student perceives the availability of, and connectedness with, people in his/her educational setting“ (p. 71). Methodology. Data will be collected from Likert style and open-ended question survey at the beginning, halfway point, and end of the semester, analysis of student’s responses to case studies, and institutional research (IR) data on demographics and persistence. Shin’s (2003) Transactional Presence survey tool will be adapted for the context of the research population. However, while Shin (2003) and Shin and Chan (2004) focused on transactional distance, instructor presence, and student intentions regarding persistence, this study will also compare actual persistence rates. The surveys will include items asking about student satisfaction with the course and the instructor to collect data on both the overall student experience in the course and the perceived engagement and perceived authentic presence of the instructor during the course. This will be compared to actual time spent in-course by both students and instructor. Instructional Design. The purpose of instructional design is to make an engaging and effective learning process with available resources (Branch & Dousay, 2015). A Sakai based LMS (Sakai 2.9, http://www.sakai.org) was used for the course home because it is the default LMS at the college. However, since the LMS lacks a voice application that would run on handheld devices as well as desktop computers, a voice messaging program called Voxer (http://www.voxer.com) was added. Voxer, a free application, works on handheld devices with simple push button operation. This also fit with a philosophy of supporting “anytime, anywhere” education and student locus of control through the use of handheld
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SATISFACTION AND PERSISTENCE IN ONLINE COURSES
devices (Wong & Looi, 2011, Dron & Anderson, 2014; Hsia, 2015). A matrix showing the basic alignment of course objectives with assessments, assignments, and online tools that apply is shown in table 1. Table 1, Operationalizing Course Objectives with assessments, assignments, and online tools. Course objective
Assessment
Demonstrate the ability to analyze the Written formative tests component parts of a medical word to derive Written summative tests the correct medical meaning. Define medical terms and abbreviations
Assignment(s)
Online Tools
Forum posts Weekly formative quiz Two summative tests
Forum tool Tests & Quizzes
Written formative quizzes Abbreviation quizzes Forum: Case study discussion
Tests & Quizzes Voxer
Utilize appropriate medical terminology both Oral + written presentation orally and in writing Short written essays
Forum posts Pronunciation
Forum tool Voxer
Describe the structural organization and normal function of the major body systems.
Interactive activities Presentation project
Tests and quizzes Presentation application
Written formative and summative tests
Formative quizzes within the LMS and reading will be done independently, with pre-recorded videos by the instructor. The instructor will also be available by email and through Voxer. Gagnѐ’s 9 events of instruction were linked to specific online tools that will encourage and facilitate interaction. Table 2 describes how online tools are operationalized in the course through Gagnѐ’s 9 events. Table 2, Operationalizing Gagnѐs 9 Events of Instruction (Branch & Dousay, 2015) Event
How the event is operationalized Tool where event occurs
Why event occurs there
Gain attention
Video intro to unit
Lesson tool
Visible tab on Laulima menu, easy to find
Clarify expectations
Posted in weekly Lesson
Lesson tool
As above, easy to locate with links to other content
Review
Video lesson
Forum tool
Encourages dialog and can potentially highlight shared learning needs
Present the content
Weekly lesson video lecture using google slides
Posted in Forum each week Encourages interaction by providing means to answer questions posed in video
Textbook assigned chapter
Hardcopy book
Variety of materials and formats broadens bandwidth and is cost effective for student
Khan academy or other source videos
Posted in Lessons tool
Supplemental high quality media gives students access to rich enhancement of content
Formative quizzes Oral assignments
Tests & Quizzes Voxer
Supports student/instructor performance and allows immediate correction of performance
Guided Practice
Formal discussion of content Mail tool (private) (instructor-student and peer-peer) Forums (public) Voxer (public/private)
Easy access and flexible for students. Can be used anytime, and these are monitored by instructor, supporting instructor performance
Independent Practice Oral recording of words Formative /summative testing
Tests & Quizzes, Forums, Voxer, Test & Quizzes
Multiple channels of communication, modes of assessment support instructor/learner performance
Share New Knowledge
Rapid feedback using a mix of public and private channels
Within the online tool being used
Feedback within the same tool supports student/instructor interaction, shortens transactional distance
Implementation
Oral and written and applying to real-world situations
Voxer, Forums
Multiple channels of reinforcement enhance retention of knowledge, supports instructor/student performance.
Authentic Practice
Presentation of case study using medical terminology
choice of presentation tool Student locus of control over format and delivery of case study to class.
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REFERENCES BRANCH, R. M., & DOUSAY, T. A. (2015). Survey of Instructional Design Models (5th ed.). Bloomington, IA: AECT. Retrieved from http://aect.org DUNLOSKY, J., RAWSON, K. A., MARSH, E. J., NATHAN, M. J., & WILLINGHAM, D. T. (2013) Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. http://doi.org/10.1177/1529100612453266 DRISCOLL, A., JICHA, K., HUNT, A. N., TICHAVSKY, L., & THOMPSON, G. (2012). Can online courses deliver in-class results? A comparison of student performance and satisfaction in online versus a face-to-face introductory sociology course. Teaching Sociology, 40(4), 312–331. http://doi.org/10.1177/0092055X12446624 DRON, J., & ANDERSON, T. (2014). On the Design of Social Media for Learning. Social Sciences, 3(3), 378–393. http://doi.org/10.3390/socsci3030378 HART, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19–42. HSIA, J.-W. (2015). The effects of locus of control on university students’ mobile learning adoption. Journal of Computing in Higher Education, 28(1), 1–17. http://doi.org/10.1007/s12528-015-9103-8 JOO, Y. J., LIM, K. Y., & KIM, J. (2013). Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context. Computers & Education, 62, 149–158. http://doi.org/10.1016/j.compedu.2012.10.027 KAUFFMAN, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23(0). doi:10.3402/rlt.v23.26507 KIM, Y., & THAYNE, J. (2015). Effects of learner–instructor relationship-building strategies in online video instruction. Distance Education, 36(1), 100–114. http://doi.org/10.1080/01587919.2015.1019965 KUO, Y.-C., WALKER, A. E., SCHRODER, K. E. E., & BELLAND, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. http://doi.org/10.1016/j.iheduc.2013.10.001 LEE, Y., & CHOI, J. (2013). A structural equation model of predictors of online learning retention. The Internet and Higher Education, 16, 36–42. http://doi.org/10.1016/j.iheduc.2012.01.005 LUCKIN, R. (2008). The learner centric ecology of resources: A framework for using technology to scaffold learning. Computers & Education, 50(2), 449–462. http://doi.org/10.1016/j.compedu.2007.09.018 SHIN, N. (2003). Transactional Presence as a Critical Predictor of Success in Distance Learning. Distance Education, 24(1), 69. ISSN: 01587919 SHIN, N. (2006). Online learners “flow” experience: an empirical study. British Journal of Educational Technology, 37(5), 705–720. http://doi.org/10.1111/j.1467-8535.2006.00641.x SHIN, N., & CHAN, J. K. Y. (2004). Direct and indirect effects of online learning on distance education. British Journal of Educational Technology, 35(3), 275–288. http://doi.org/10.1111/j.0007-1013.2004.00389.x WESTBERRY, N., & FRANKEN, M. (2012). Co-construction of knowledge in tertiary online settings: an ecology of resources perspective. Instructional Science, 41(1), 147–164. http://doi.org/10.1007/s11251-012-9222-9 WONG, L.-H., & LOOI, C.-K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364–2381. http://doi.org/10.1016/j.compedu.2011.06.007 ZHAN, Z., & MEI, H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students’ learning achievement and satisfaction across environments. Computers & Education, 69, 131–138. http://doi.org/10.1016/j.compedu.2013.07.002
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