Length of online course and student satisfaction, perceived learning, and academic performance

Authors

  • Janet M. Ferguson Canisius College
  • Amy E. DeFelice City University of New York (CUNY) Graduate Center

DOI:

https://doi.org/10.19173/irrodl.v11i2.772

Keywords:

Online Learning, Higher education

Abstract

This research presents findings from a two-part study. In the first part, graduate students taking online courses were given a course evaluation form. Student responses from online abbreviated summer sessions were compared to student responses from online full-semester courses. Both the intensive and full-semester courses were taught by the same professor and both had identical requirements in terms of assignments and exams. The independent variable was the length of time taken to complete the requirements, with the dependent variables being satisfaction with the course, perceived learning, and academic performance. A statistical analysis of the data found significant differences in a number of areas.

Author Biographies

Janet M. Ferguson, Canisius College

Department of Adolescence Education Associate Professor

Amy E. DeFelice, City University of New York (CUNY) Graduate Center

Urban Education PhD student at the City University of New York (CUNY) Graduate Center and high school science teacher working for the New York City Department of Education at Brooklyn Academy of Science and the Environment (BASE). MEd from Canisius College.

Published

2010-05-27

How to Cite

Ferguson, J. M., & DeFelice, A. E. (2010). Length of online course and student satisfaction, perceived learning, and academic performance. The International Review of Research in Open and Distributed Learning, 11(2), 73–84. https://doi.org/10.19173/irrodl.v11i2.772

Issue

Section

Research Articles