The Perceived Importance and Impact of Instructor Actions in Online Graduate, Education Students' Satisfaction
School of Education
Doctor of Education (EdD)
Adult Learner, Distance Education, Graduate Education, Student Satisfaction
Adult and Continuing Education and Teaching | Education | Educational Assessment, Evaluation, and Research | Educational Leadership | Higher Education | Higher Education and Teaching | Instructional Media Design
Franklin, Rochelle, "The Perceived Importance and Impact of Instructor Actions in Online Graduate, Education Students' Satisfaction" (2014). Doctoral Dissertations and Projects. 791.
This study examined the impact of online instructor actions on student satisfaction in online, graduate education courses. Students at an online institution that offers graduate degrees in Educational Leadership, Curriculum and Instruction, and Educational Technology completed the Priority Survey of Online Learners, which included questions about various aspects of their online learning experience, specifically focusing on timeliness, responsiveness and frequency of online instructor actions. This causal-comparative, quantitative research study employed survey strategy of inquiry. The sample consisted of 256 graduate, education students at an online, private institution. Paired t-tests were employed in data analysis. The results of this study revealed that online instructor actions in the areas of frequency, responsiveness and timeliness are statistically significant on online, graduate education student's satisfaction.
Adult and Continuing Education and Teaching Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Commons, Higher Education and Teaching Commons, Instructional Media Design Commons