This study determined whether there was a relationship between students’ perceptions of how effective course-related interaction was and their level of course satisfaction.
This study served three purposes:
1. To identify the relationships between student-instructor personal interactionand course satisfaction, student-TA personal interaction and course satisfaction,student-content interaction and course satisfaction, and student-student personalinteraction and course satisfaction.2. To identify the relationship between students’ perceptions about the effectivenessof WebCT features for their learning and course satisfaction.3. To identify the relationships between course satisfaction and specific studentdemographics such as gender, academic classification, and prior distanceeducation course experiences.
Sample: A volunteer sample of 855 students from the 949 students enrolled inComputer Science 103—Computer Literacy and Applications at Iowa StateUniversity in the fall of 2005 was used.
A Students’ Perceived Interaction Survey (SPIS) instrument was developed toexamine nine separate hypotheses about the nature of course-related interaction.
Chang, S.H.H. & Smith, R. A. (2008).
Effectiveness of Personal Interactionin a Learner-Centered Paradigm Distance Education Class Based onStudent Satisfaction.
Journal of Research on Technology inEducation
Volume 40 Number 4