Using a Learning Styles Inventory to Examine Student Satisfaction with Web-Based Instruction: A 15-Year Study of One Professor’s Web-Based Course Instruction

This article examines Active Engagement, Active Communication, and Peer Engagement learning practices among various student groups. It examines which tools are most important for increasing student satisfaction with web-based and web-enhanced instruction. Second, it looks at how different tools lead to greater satisfaction among different types of students (undergraduate, master’s level, and doctoral level). Data…

Continue reading →

Exploring Value Variations in Instructor Presence Techniques for Online Students

This study sought to define and measure online undergraduate students’ perceived value of instructor presence techniques across five communication mediums per pedagogical goal (connection to course content, connection to classmates, connection to the instructor, foster interest, and facilitate immediate feedback). Students found personalized written messages from an instructor (M=4.61) as most valuable due to their…

Continue reading →

Learning, Course Satisfaction, and Community in the Time of COVID-19: Student Perceptions of the Switch to Emergency Remote Teaching

This multiple descriptive case study explores how university students responded to their Business Communications course’s transitioning to an emergency remote course during the spring semester of 2020. Thirty-nine students completed an end-of-semester questionnaire that recorded their impressions of learning and course satisfaction. Nine of those students also participated in semi-structured interviews about these topics. The…

Continue reading →