Assuring student satisfaction of online education: A search for core course design elements

Sungwon Shin; Jongpil Cheon

Assuring student satisfaction of online education: A search for core course design elements

Education Curriculum Instruction

Research output: Contribution to journal › Article › peer-review

Abstract

This study investigated to determine the online course design elements that are associated with student online course satisfaction. A total of 90 online courses were reviewed, using the course checklist based on the Quality Matters rubric. The results show that course structure and layout were inconsistent across courses within a program or department, and several elements (e.g., the number of modules and assignments and standalone schedule page) influenced online course satisfaction. The findings of this study provide a snap-shot of current practice and imply that consistent organization, appropriate number of learning activities, and meaningful facilitation of learning should be considered for online course design. Further research is needed to develop specific criteria to measure the quality of instruction and learning experience.

Original language	English
Pages (from-to)	147-164
Number of pages	18
Journal	International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education
Volume	18
Issue number	2
State	Published - Apr 2019

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title = "Assuring student satisfaction of online education: A search for core course design elements",

abstract = "This study investigated to determine the online course design elements that are associated with student online course satisfaction. A total of 90 online courses were reviewed, using the course checklist based on the Quality Matters rubric. The results show that course structure and layout were inconsistent across courses within a program or department, and several elements (e.g., the number of modules and assignments and standalone schedule page) influenced online course satisfaction. The findings of this study provide a snap-shot of current practice and imply that consistent organization, appropriate number of learning activities, and meaningful facilitation of learning should be considered for online course design. Further research is needed to develop specific criteria to measure the quality of instruction and learning experience.",

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AB - This study investigated to determine the online course design elements that are associated with student online course satisfaction. A total of 90 online courses were reviewed, using the course checklist based on the Quality Matters rubric. The results show that course structure and layout were inconsistent across courses within a program or department, and several elements (e.g., the number of modules and assignments and standalone schedule page) influenced online course satisfaction. The findings of this study provide a snap-shot of current practice and imply that consistent organization, appropriate number of learning activities, and meaningful facilitation of learning should be considered for online course design. Further research is needed to develop specific criteria to measure the quality of instruction and learning experience.

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