How to Determine Student Satisfaction in Online Learning Environment

Article Comparison and Critique – How to Determine Student Satisfaction in Online Learning Environment
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June 10, 2023
The recent Covid-19 Pandemic has caused various industries to shift from physical to digital. Accordingly, one of the most notable examples of this has been the field of education, wherein academic institutions, educators, and students were forced to shift toward online learning platforms. However, online learning did not start only during the recent pandemic. Contrary to popular misconception, online learning has been thriving and a preferred mode of learning even before the advent of Covid-19. In line with this, this essay critically analyses and compares two seminal studies focused on online learning - "Can online courses deliver in-class results? A comparison of student performance and satisfaction in an online versus a face-to-face introductory sociology course" by Driscoll et al. (2012), and "A review of predictive factors of student success in and satisfaction with online learning" by Kauffman (2015). Both studies address student success and satisfaction in online learning, making them suitable for parallel analysis. The author’s aim in this study is to examine these studies' methodological choices and implementation, assessing their strengths and weaknesses to discern which approach offers more robust results.
Accordingly, the core methodological question guiding this critique is: What are the strengths and limitations of using quantitative analysis in assessing student success and satisfaction in online learning? This question is pertinent to both papers as they employ quantitative methods to derive their conclusions, albeit to varying degrees, and use different specific techniques. By focusing on this question, the critique aims to probe how quantitative research approaches help shape our understanding of online learning effectiveness and student satisfaction.
Going forward in this analysis, the essay will unfold in four main sections. First, a detailed description of each study's methodological approach will be provided, highlighting the differences and similarities between the two. This part will include the rationale for the chosen methodology, the research design, data collection, and analysis techniques. Second, an analysis and evaluation of these methodological choices will be conducted. This will involve examining the researchers' implementation of their chosen methodologies and exploring potential strengths and limitations.
Third, the essay will compare and contrast the two papers, focusing on the implications of their methodological choices for their findings. The discussion will center on how these methodologies influence what we can infer about online learning's effectiveness and student satisfaction. Lastly, a concluding section will summarize the key points from the analysis, make an overall judgment on each paper's strengths, and conclude the role of quantitative analysis in educational research, particularly in studying online learning effectiveness and student satisfaction.
Positioning
As an aspiring scholar interested in educational technology and online learning, the author primarily focuses on research that provides insights into these areas. His research interest primarily revolves around understanding how digital innovations and online learning platforms transform pedagogical strategies and influence student learning outcomes. Notably, the author is also interested in how online learning influences student engagement, performance, and satisfaction, which aligns closely with the research questions posed in Driscoll et al.'s (2012) and Kauffman's (2015) studies.
The current positioning of this analysis vis-à-vis research approaches is fundamentally eclectic, as he believes that different research paradigms, methods, and data collection techniques can offer unique insights depending on the research question. However, given the author's interest in tangible, measurable outcomes, he is more inclined toward quantitative research, as it offers generalizable results and can reveal statistically significant trends and relationships. It must be noted that this study assumes that this positioning may evolve as I continue to gain experience and exposure to different research methods and paradigms.
In terms of the methodological criteria this study intends to evaluate, it will focus on three key areas. First, I will assess the research design's suitability - whether the chosen research designs were appropriate for addressing the research questions, considering factors such as the selection of participants and data collection methods. Second, the research will also evaluate the robustness, reliability, and validity of data analysis techniques. This includes the statistical techniques and whether they were correctly and appropriately used to interpret the collected data. Finally, it is an examination of the robustness of the researchers' conclusions, considering whether the data supported them and if the limitations of the research design were adequately acknowledged and addressed.
These criteria directly align with my formulated question regarding the strengths and limitations of using quantitative analysis in assessing student success and satisfaction in online learning. They allow for examining the studies' quantitative approaches and their ability to yield valid and reliable insights into the effectiveness and satisfaction associated with online learning.
Summary of the Papers
Paper 1
Driscoll, A., Jicha, K., Hunt, A. N., Tichavsky, L., & Thompson, G. (2012). Can online courses deliver in-class results? A comparison of student performance and satisfaction in an online versus a face-to-face introductory sociology course. Teaching Sociology, 40(4), 312–331.
Published in "Teaching Sociology," a prestigious peer-reviewed academic journal, Driscoll et al.'s (2012) research contributes valuable insights to the evolving field of online learning. It must be noted that the journal, published by SAGE, is committed to advancing the understanding of sociology teaching and learning across diverse learning environments. Its stringent double-blind review process guarantees rigorous scholarly scrutiny, enhancing the trustworthiness of its published content. Thus, this specific study by Driscoll et al. has significantly impacted the field, reflected in numerous citations and the attention it has garnered in subsequent research about online pedagogy.
Additionally, the primary focus of the study by Driscoll et al. was to draw a comparative analysis between student performance and satisfaction in an online and a traditional, face-to-face introductory sociology course. The research took place within the specific geographical and institutional context of a large, publicly-funded university in the Southeast United States, giving the findings relevance to similar educational settings.
To operationalize their research, Driscoll et al. employed a quasi-experimental design. This methodological choice allowed them to draw comparisons between pre-existing groups rather than relying on random assignment, which could have been logistically challenging in their setting. The study's participants were students enrolled in the introductory sociology courses online or the face-to-face version.
The researchers utilized several data sources, including final course grades, standardized test scores, and online course satisfaction survey responses. These data points, when combined, offered a comprehensive view of both objective (grades and test scores) and subjective (satisfaction survey) aspects of the student's learning experiences.
Finally, the collected data were subjected to rigorous statistical analysis using independent sample t-tests, Chi-square tests, and Analysis of Variance (ANOVA). These quantitative methods provided a robust and scientifically rigorous way to compare the outcomes from the two-course formats.
Interestingly, Driscoll et al.'s findings revealed no significant differences in student performance between the online and face-to-face classes, challenging prevailing assumptions about the inferiority of online education. However, face-to-face students reported higher levels when it came to student satisfaction. This led the researchers to conclude that while online courses could indeed deliver in-class results in terms of academic performance, there remained a need to address the lower levels of student satisfaction reported in the online environment.
On the ethical front, while the paper did not explicitly detail the ethical protocols observed during the research, it is evident that certain principles were followed. Using anonymized surveys and emphasis on voluntary participation align with essential ethical considerations, such as maintaining the confidentiality and respecting participant autonomy. Such adherence to ethical principles bolsters the study's credibility and trustworthiness.
Paper 2
Kauffman, H. (2015). A review of predictive factors of student success and satisfaction with online learning. Research in Learning Technology, p. 23.
Published in the internationally acclaimed "Research in Learning Technology" journal, Kauffman's 2015 research comprehensively analyzes the factors predictive of student success and satisfaction in online learning environments. The journal, recognized for its double-blind peer review process, ensures high scholarly rigor, reliability, and integrity in the published content. With a global readership of academics, educators, and educational technology practitioners, the journal disseminates innovative research insights that further the understanding and application of technology in education.
In his research, Kauffman explored the factors influencing student success and satisfaction in online learning settings. Unlike many studies that examine these aspects within a specific geographic or institutional context, Kauffman broadened the research scope. His study encompassed a variety of online learning environments, making his findings widely applicable across diverse educational contexts and institutions worldwide.
Methodologically, the author of this article believes that Kauffman adopted a comprehensive literature review and meta-analysis approach, making his study a research synthesis that brings together a plethora of empirical findings. The amalgamation of insights from multiple studies provided a broader perspective on the state of online learning. It allowed for a more nuanced understanding of the factors contributing to student success and satisfaction. Correlational analysis was used as a statistical tool, enabling Kauffman to assess the relationships between diverse factors and their impact on online learning outcomes.
Among the key findings of Kauffman's research was the identification of learner characteristics, course design, and interaction levels as significant predictors of student success and satisfaction in online learning. For instance, learner characteristics such as self-regulation and motivation, course design elements like content structure and feedback mechanisms, and interaction components involving student-student and student-instructor engagements were crucial in influencing learning outcomes. Kauffman suggests that a deeper and more nuanced comprehension of these variables can drive the development of more effective online courses, leading to improved student satisfaction and success rates.
However, although Kauffman's paper does not explicitly detail the ethical considerations that guided the research process, it is clear that the paper respects the academic ethics associated with rigorous citation practices and accurate representation of the studies analyzed. Kauffman's meta-analytic approach necessitated a detailed examination of previously published studies. Given that these original studies would have been subjected to ethical scrutiny, it can be assumed that the research in Kauffman's paper met a high standard of ethical research practice. Therefore, Kauffman's research integrity is evidenced through the exhaustive referencing of sources and a transparent delineation of the studies included in the analysis.
Overall Summary of Findings of Articles
Now that the specific summary of each article has been outlined, the next section talks about the overall findings of both articles. It is worth noting that both Driscoll et al. (2012) and Kauffman (2015) have contributed valuable insights to the understanding of student success and satisfaction in online learning—specifically, Driscoll et al. compared student performance and satisfaction between online and face-to-face introductory sociology courses. Kauffman reviewed predictive factors for student success and satisfaction in online learning.
Driscoll et al. found no significant differences in student performance between online and face-to-face courses, challenging the assumption that online education is inferior. However, they found that face-to-face students reported higher satisfaction levels than online students. This suggests that while online courses can deliver comparable academic performance, addressing student satisfaction levels in the online environment remains a crucial consideration.
Similarly, Kauffman's review identified several factors that predict student success and satisfaction in online learning. These factors included learner characteristics (such as self-regulation and motivation), course design elements (such as content structure and feedback mechanisms), and interaction levels (including student-student and student-instructor engagement). Understanding these predictive factors can inform the design and implementation of practical online courses, improving student satisfaction and success rates.
Although Driscoll et al. and Kauffman approached the topic from different angles and methodologies, a perusal of their studies would show that their findings intersect in terms of the importance of addressing student satisfaction in online learning. Driscoll et al. highlighted the need to improve satisfaction levels in online courses, while Kauffman's review identified vital factors that can contribute to higher satisfaction levels. These findings collectively emphasize the significance of student satisfaction as an essential component of successful online learning experiences.
Additionally, the author of this article believes that by considering the similarities between their findings, future research can build upon the knowledge generated by both studies. Addressing student satisfaction concerns and integrating the predictive factors identified by Kauffman can help create more effective online learning environments that promote academic performance and student satisfaction.
Critique of the Papers
Now that the summary of both papers has been outlined, this section will critically evaluate the methodological approaches adopted in the two focal papers by Driscoll et al. (2012) and Kauffman (2015), in line with the evaluation criteria outlined earlier.
Paper 1
Commencing with a review of the study's design, it becomes apparent that Driscoll et al. (2012) decided to adopt a quasi-experimental design for their study. This well-grounded methodology is often employed in educational research when randomly assigning participants to distinct groups is infeasible or ethically unjustifiable. The practical advantages that underpin the usage of this design are compelling. Foremost among these is the ability to compare pre-existing groups in situ within their natural environments. Accordingly, the inherent benefits of this methodology render a considerable enhancement to the study's ecological validity, thus facilitating the extrapolation of the findings to real-world settings (Dimitrov & Rumrill, 2003). Given that Driscoll et al. (2012) had the precise research objective of delineating student performance and satisfaction differences between online and traditional face-to-face course formats, applying a quasi-experimental design proved appropriate and aligned with the research question.
However, the reverse side of the quasi-experimental coin is the susceptibility to the potential threat of selection bias. This limitation is inherent to using pre-existing groups, documented extensively within the methodological literature (Cook & Campbell, 1979). The key concern with the lack of random assignment lies in the potential for non-equivalence between the groups under study. This, in turn, could undermine the internal va...