AU Student Satisfaction with The Online Delivery Method of Graduate Classes Research Paper I have done 90 percent of this project already which I will atta
AU Student Satisfaction with The Online Delivery Method of Graduate Classes Research Paper I have done 90 percent of this project already which I will attach below. There are a couple of changes that need to be made to the project. The first thing is Add the Executive Summary (I will attach how to do the executive summary below) to the paper at the beginning where it is needed. The other changes are highlighted in Red on the paper. Proofread and double check directions and rubric to ensure that the work is done as best as possible. Directions: Project Paper should be 15-20 pages. The paper needs to be in APA format with a clear Introduction, including the topic description, problem statement and hypotheses as well as Literature Review, Methodology, Findings, and Conclusion sections. Much of the paper should be the analysis of the results of the survey and concluding remarks including Descriptive, Crosstab analysis and Correlation from the survey data. Also, since it is a small-scale study you cannot use SPSS for some functions. Consider using Linear Regression in analysis of full-scale data and feasibility of Non-Parametric analysis and possible challenges. Include tables from the SPSS reports, your interpretation of results, short conclusions, and recommendations. Please look at the page 147 of the textbook and pay special attention to executive summary and make sure you include it at the beginning of the project. Online Course Delivery and Student Satisfaction
Student Satisfaction with The Online Delivery Method of Graduate Classes
Student
Ashford University
Survey Research Methods
June 21,2020
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Online Course Delivery and Student Satisfaction
INTRODUCTION:
During the 1960s, the power and potentiality of simulations using computer-based training
became evident (Harden, 2002.) Since then many of the former technical setbacks of technology
have been therefore addressed. The advent of personalized computers and easy accessibility of
the internet has created a conducive environment to help in the utilization of technology in many
ways specifically for conferring courses through computer.
E-learning has grown into a more adaptable format. Introduction and development of
supporting systems and technical assistance has enabled the instructors components
raging from video clips to presentations of various types, to trials and surveys which
can be put together and analyzed by the on-line course management system. In fact,
online learning is not just a passing trend/vogue, but it has become a conventional
tool in education (Harden, 2002.) With the introduction of this resource as method of
organizing course material, the impact of the instructor becomes a matter of how well
that individual can arrange and present that content of a class. Web design principles
(layouts, visual components, etc.) become and essential aspect of the instruction and
directly impact the effectiveness and success of the classes which are delivered
online.
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Online Course Delivery and Student Satisfaction
Furthermore, this becomes a crucial part of the students perception of the course as well as
their attitude towards it. Before the end of the research we will have to answer these
questions.
1. Are there some courses which cannot be delivered via on-line format?
2. Is it possible to deliver an on-line course which provides the same quality of instruction as
that offered in a course which meets face-to-face?
3. Are there implications for altering on-line courses which should be considered as
technology becomes more elaborate?
Online Course Delivery and Student Satisfaction 19
4. Does the computer system utilized by a student pose problem for those who do not possess or
have ready access to more advanced systems?
5. Is the computer course format user-friendly enough to be successfully negotiated by
individuals who have limited computer knowledge?
6. Can relationships between student and instructor or student and student still evolve using
the on-line delivery system?
METHODOLOGY
Purpose/Goals and objectives
The purpose of this study is to determine the satisfaction level with online course delivery of
students (n=45) enrolled in blackboard courses during 2010, and 2011 at the University of
Nairobi in Kenya.
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Online Course Delivery and Student Satisfaction
The survey used in this study was designed to come up with attitudinal report/information from
students enrolled in online courses during the course of three semesters from the spring of 2010
and ending of the spring of 2011 It sought to measure the perceptions of the effectiveness of
online courses offered in the University of Nairobi.
Over the time evaluated a total of 61 classes were offered online, the majority of which were
within the college of Health, Education and Applied sciences (41). Some other courses offering
online classes included College of Human Resource Management (7), College of Engineering
(12). The number of students enrolled for online classes during that whole evaluative period was
431 students. Each of the students was contacted via an email and was given the opportunity to
complete and return the attached survey. Of the 431 117 were brought back as undeliverable
which was understandable since it is possible that many students had closed their email accounts
upon graduation, transferal, program completion, etc. Thus, a total of 284 surveys were emailed
to respondents. Of the 284, 45 completed and returned their surveys. The response rate was
15.8%. Some of the reasons that there was a low rate of response were.
i.
Loss of need to check student email account due to maybe no longer being enrolled in
online courses.
ii.
No longer a student
iii.
Lack of time to complete survey
iv.
Failure to access official university email accounts
v.
Unwillingness etc.
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Online Course Delivery and Student Satisfaction
In the first step the respondents were asked to provide demographic information including degree
program identification, licensure area identification, estimated time of the program completion
and blackboard course identification participation identification. Participants were also asked to
identify they reasons for taking an online course, the components of blackboard utilized in any
blackboard course taken, how they gained access to the blackboard and the most common times
during the week and day that Blackboard accounts were accessed.
The larger part of the survey consisted of a scaled response mechanism (Likert scale) composed
of a six-point rating scale in which the attitude of the respondent was measured on a continuum
from strongly agree to strongly disagree. The middle category was omitted to avoid fence
sitting by respondents. Most of the possible respondents included strongly disagree, moderately
disagree, disagree, agree, moderately agree, and strongly agree. Numerical values were used and
therefore assigned to the responses as follows.
a. Strongly agree (1)
b. Moderately disagree (2)
c. Disagree (3)
d. Agree (4)
e. Moderately agree (5)
f. Strongly agree (6)
A period of three weeks was allowed for the surveys to be completed and returned. Majority of
the surveys were returned via email while some were returned by hand. Upon collection of the
surveys, tabulation of the data begun with the itemization of the demographic information. The
responses of the respondents were then tabulated for each statement.
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Online Course Delivery and Student Satisfaction
Of all the forty five participants 17 were seeking a master of education degree in some area of
education, 8 were seeking master of education degree, 2 were seeking education specialist
degree, 2 were working towards master of Human Resource Management, one was seeking a
clinical doctorate in physical therapy, a master of science degree, and 14 were non degree
students. The majority (fourteen) of the students was expecting to complete their programs in
2012, ten were expecting to graduate immediately (2011), and the remainder was between two to
four years far from degree completion. Of those participants who were education majors, the
following licensure areas were indicated: exceptional learning, natural science, foreign language,
music, theater, middle grades, math health etc.
During this evaluative period, a total of 61 classes were offered via Black Board (totally online)
at the university of Nairobi. Twenty of those classes were offered during winter 2010, seventeen
during fall of 2010 and 24 were offered in the spring of 2011.Of the 61 courses 12 were Health
courses, 28 were education courses, seven were engineering management, seven were physical
therapy, and one was nursing course.
Results
Tabulation of responses
Table 1 provides the number of actual responses for each attitudinal category per
statement.
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Online Course Delivery and Student Satisfaction
Table 2 provides the tabulation of value responses for each statement according to the sis
point numerical scale previously mentioned a total of numerical score for each statement, and a
mean and standard deviation for each statement.
Table three (3) provides participants percentage response for each statement.
Table 1
Black Board Participant Actual Responses.
Question Strongly
disagree
Moderately Disagree Agree Moderately Strongly Didnt
disagree
agree
agree
answer
7
Total
Online Course Delivery and Student Satisfaction
a
4
1
9
11
9
9
2
45
b
0
4
3
10
11
15
2
45
c
1
2
3
13
5
18
2
45
d
0
1
2
14
11
15
2
45
e
0
0
0
9
14
20
2
45
f
0
2
3
9
11
13
2
45
g
1
1
2
10
12
16
2
45
h
2
0
2
8
10
20
2
45
i
0
0
5
12
9
17
2
45
j
0
1
5
11
14
12
2
45
k
0
1
3
9
13
17
2
45
l
0
1
0
13
6
23
2
45
m
0
2
1
7
6
26
2
45
n
0
1
1
6
8
27
2
45
SUM
8
17
39
142
139
238
36
630
Table 2
Participants valued response Means, standard Deviation
Question SD
MD
D
A
MA SA
8
DNA Total Mean STD
DEV
Online Course Delivery and Student Satisfaction
a
4
2
9
44
45
54
0
158
3.51
3.99
b
0
8
9
40
55
90
0
202
4.49
5.56
c
1
4
9
52
25
108 0
199
4.42
6.58
d
0
2
6
56
55
90
0
209
4.64
6.60
e
0
0
0
36
70
120 0
226
5.02
8.08
f
0
4
9
36
55
78
0
182
4.04
4.89
g
1
2
6
40
60
96
0
205
4.56
6.13
h
2
0
6
32
50
120 0
210
4.67
6.97
i
0
0
15
48
45
102 0
210
4.67
6.50
j
0
1
15
44
70
72
0
202
4.49
5.80
k
0
2
9
36
65
102 0
214
4.76
6.63
l
0
2
0
52
30
138 0
222
4.93
8.66
m
0
2
3
28
30
156 0
219
4.87
9.00
n
0
2
3
24
40
162 0
231
5.13
9.54
Note: SD= strongly disagree, MD= moderately disagree, D= disagree, A = agree, MA=
moderately agree, SA= strongly agree, DNA= did not answer
Table 3
Participant percentage response
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Online Course Delivery and Student Satisfaction
(The table should be moved to the end of the research document. An appendix page can be
created from which this, and other tables can be put together and labelled. Placing the table here
affects the flow of the presentation)
Question Strongly Moderately Disagree Agree
disagree disagree % %
%
%
Moderately Strongly
agree %
agree %
Did not
answer %
a
8.88
2.22
20
24.4
20
20
4.44
b
0
8.88
6.66
22.2
24.4
33.3
4.44
c
2.22
4.44
6.66
28.8
11.1
40
4.44
d
0
2.22
4.44
31.1
24.4
33.3
4.44
e
0
0
0
20
31.1
44.4
4.44
f
2.22
2.22
6.66
20
24.4
28.8
15.5
g
4.44
2.22
4.44
22.2
26.6
35.5
6.66
h
0
2.22
4.44
17.7
22.2
44.4
6.66
i
0
2.22
11.1
26.6
20
37.7
4.44
j
0
2.22
11.1
24.4
31.1
26.6
4.44
k
0
2.22
6.66
20
28.8
37.7
4.44
l
0
2.22
0
28.8
13.3
51.1
4.44
m
0
4.44
2.22
15.5
13.3
57.7
6.66
n
0
2.22
2.22
13.3
17.7
60
4.44
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Online Course Delivery and Student Satisfaction
Summary of Research Statements (While the thoroughness of the researchers presentation of
results of well applauded, it might prove too cumbersome. The same should be presented in
summary form, preferably in the table format above. This will allow the reader to skim through
the results without too much effort.)
Statement a: I felt as much a part of my Blackboard class as a regular class. Of those who
responded, 20.0% strongly agreed, 20.0% moderately agreed, 24.4% agreed, 20.0% disagreed,
2.22% moderately disagreed, and 8.88% strongly disagreed (4.44% did not respond to this
statement).
Statement b: I learned as much in this class as a regular college class. A total of 33.3% strongly
agreed, 24.4% moderately agreed, 22.2% agreed, 6.66% disagreed, 8.88% moderately disagreed,
and 0% strongly disagreed (4.44% did not respond to this statement). Online Course Delivery
and Student Satisfaction 9
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Online Course Delivery and Student Satisfaction
Statement c: I found it easy to get started using Blackboard. The statistics indicated that 40.0%
of the respondents strongly agreed with this statement while 11.1% moderately agreed, 28.8%
agreed, 6.66% disagreed, 4.44% moderately disagreed, and 2.22% strongly disagreed (4.44% did
not respond to this statement).
Statement d: Navigating my Blackboard course site was easy. A total of 33.3% of the
respondents strongly agreed with this statement while 24.4% moderately agreed, 31.1% agreed,
4.44% disagreed, 2.22% moderately disagreed, and 0% strongly disagreed (4.44% did not
respond to this statement).
Statement e: Pertinent course documents such as the syllabus and assignments were easily
located on the site. A total of 44.4% strongly agreed, 31.1% moderately agreed, 20% agreed, 0%
disagreed, 0% moderately disagreed, and 0% strongly disagreed with this statement while 4.44%
did not respond.
Statement f: Submitting assignments via the digital drop box was a simple process. Of those
responding, 28.8% strongly agreed with this statement, while 24.4% moderately agreed, 20.0%
agreed, 6.66% disagreed, 4.44% moderately disagreed, and 0% strongly disagreed (15.5% did
not respond to this statement).
Statement g: I regularly took part in the discussion board. Of those responding, 35.5% strongly
agreed with this statement, while 26.6% moderately agreed, 22.2 % agreed, 4.44% disagreed,
2.22% moderately disagreed, and 2.22% strongly disagreed (6.66% did not respond to this
statement).
Statement h: My professor/instructor promptly returned emails. A total of 44.4% of the
respondents strongly agreed with this statement, while 22.2% moderately agreed, Online Course
Delivery and Student Satisfaction 10
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Online Course Delivery and Student Satisfaction
17.7% agreed, 4.44% disagreed, 0% moderately disagreed, and 4.44% strongly disagreed (6.66%
did not respond to this statement).
Statement i: The amount of course work was comparable to that of a regular college course. Of
those responding, 37.7% strongly agreed with this statement, while 20.0% moderately agreed,
26.6% agreed, 11.1% disagreed, 0% moderately disagreed, 0% strongly disagreed (4.44% did not
respond to this statement).
Statement j: I found the instructions on my Blackboard course site easy to understand. A total of
26.6% of the participants strongly agreed with this statement, while 31.1% moderately agreed,
24.4% agreed, 11.1% disagreed, 2.22% moderately disagreed, and 0 % strongly disagreed
(4.44% did not respond to this statement).
Statement k: Since my experience with Blackboard I now feel confident in my Blackboard
abilities. Of those responding, 37.7% strongly agreed with this statement, while 28.8%
moderately agreed, 20.0% agreed, 6.66% disagreed, 2.22% moderately disagreed, and 0%
strongly disagreed (4.44% did not respond to this statement).
Statement l: Overall, I believe that my online learning experience(s) was (were) positive. A total
of 51.1% of the respondents strongly agreed with this statement, while 13.3% moderately agreed,
28.8% agreed, 0% disagreed, 2.22% moderately disagreed, and 0% strongly disagreed (4.44%
did not respond to this statement).
Statement m: I would like to see Blackboard become a more established part of learning at the
University of Nairobi. Of those responding, 57.7% strongly agreed with this statement, while
13.3% moderately agreed, 15.5% agreed, 2.22% disagreed, 4.44% moderately disagreed, and
2.22% strongly disagreed (6.66% did not respond to this statement). Online Course Delivery and
Student Satisfaction 11
13
Online Course Delivery and Student Satisfaction
Statement n: If the opportunity arose, I would take another Blackboard course at the University
of Nairobi. A total of 60.0% strongly agreed with this statement, while 17.7% moderately
agreed, 13.35 agreed, 2.22% disagreed, 2.22% moderately disagreed, and 2.22% strongly
disagreed (4.44% did not respond to this statement).
Summary of Student Responses to Components of Blackboard Usage
There are currently sixteen components to online Blackboard courses at the University of
Nairobi at Nairobi. An announcements component allows instructors to prominently post
pertinent course announcements. The course information constituent is an area in which
instructors might post information such as the catalog description of the course, instructor
contact information, disabilities statements, plagiarism policies, required textbooks, etc. Another
component entitled course documents is an area in which a professor might post the course
syllabus, scoring rubrics, course calendars, or other pertinent course documents. Staff
information is an area student may access to learn about the course instructor. The component
entitled assignments is where a student would look for a list of assignments as well as
descriptions and due dates of those assignments. External links is where an instructor might
post links to relevant outside web sites, documents, articles, video clips, etc. The surveys
constituent is a convenient location for surveys and other statistical documents as posted by the
instructor. Students may also access their own grades as the course progresses. The grade book
computes the students scores for tests and quizzes taken online, displays scores entered by
instructors for assignments they have graded, indicates class averages, etc. Online Course
Delivery and Student Satisfaction 12
14
Online Course Delivery and Student Satisfaction
Summary of Student Responses to Open-Ended Questions
Students were asked to identify what they liked most and least about their Blackboard courses. In
analyzing this section of the survey, a color-coded classification system was used to organize the
responses. Color-coded analysis revealed numerous thematic responses that were repeated by
several respondents. A list of the revealed thematic responses (liked most) follows along with an
account of the number of participants who mentioned the same theme:
1. I can complete the coursework at my own pace (16).
2. Convenience/accessibility/flexibility (14).
3. Do not have to drive to campus/can work at home (9).
4. Fits my work schedule (5).
5. Easy (2).
6. Enjoy the discussion board (3).
7. Learned how to find information on the World Wide Web (1).
8. How up-to-date Blackboard is (1).
Online Course Delivery and Student Satisfaction 13
15
Online Course Delivery and Student Satisfaction
A list of revealed thematic responses (liked least) follows along with an account of the number of
participants who mentioned the same theme:
1. Nothing (12).
2. Less engagement with instructor (2).
3. Little feedback (2).
4. Assignments getting lost in email or the digital drop box (1).
5. The time it takes to go through course messages (1).
6. I worried that I was not getting all I needed to get out of the course (1).
7. It was confusing at first (1).
8. I felt out of the loop (1).
9. I felt alone (1).
10. I worried about getting behind (2).
11. Difficult to talk directly with instructor (1).
12. It is difficult to get to know the instructor (1).
13. Discussions that are not face-to-face are difficult to interpret (1).
14. Too expensive (1).
15. Running out of time in timed tests (1).
16. Digital drop box is difficult to use (1).
17. I need an actual classroom setting to succeed (1).
18. Not meeting other students face-to-face (1).
19. Not knowing when a new discussion thread began (1).
20. Reading the text (1)
. Online Course Delivery and Student Satisfaction 14
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Online Course Delivery and Student Satisfaction
DISCUSSION
The statement that elicited the greatest disagreement among participants was the first one (I felt
as much as part of my Blackboard class as a regular class). A total of 20.0% of the participants at
least disagreed with this statement, while some moderately and strongly disagreed. Several of the
open-ended statements also supported the feeling of disconnectedness experienced by students
participating in online coursework, especially those taking a Blackboard course for the first time.
Students indicated feeling alone, and out of the loop. This is not surprising since
transitioning from a traditional classroom setting (in which students and the instructor convene
together physically, interact together, and get to know one another both professionally and
sometimes personally) to a more or less isolated setting (in which the student interacts with
classmates and the instructor electronically, possibly from a remote site), is quite an adjustment.
Numerous studies within…
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