Research title:
Predictors of Learning Satisfaction in Japanese Online Distance Learners,
Eric Bray, Yokkaichi University, Japan
Kumiko Aoki, National Institute of Multimedia Education, Japan
Larry Dlugosh, University of Nebraska-Lincoln, USA
Research problem:
The research investigate whether Japanese students satisfied with their learning in distance learning programs in terms of: learner-teacher interaction, (2) learner-content interaction, (3) learner-learner interaction, (4) learner-interface interaction, and (5) student autonomy.
Questions of the study:
Research Question 1: In general, how satisfied were students with their learning in this online distance education program?
Research Question 2: To what extent was student learning satisfaction predicted by a regression model containing the questionnaire subscales, and the demographic variables?
Methodology:
Study Population:
undergraduate students
urban area of Japan
half the classes offered utilize synchronous lectures
half of the classes offered are much like traditional correspondence classes
number of students: 424
Instrumentation:
A questionnaire, contained closed-ended Likert five-point scale items (ranging from 1 (strongly disagree) to 5 (strongly agree), open-ended question items and demographic items
The DLQ contained the following three main sections:
Opinions of Distance Learning(18 items),
General Learning Preferences, and (8 items)
Demographic Information.
Students’ responses to the open-ended items were first translated into English and then coded and placed in themes, where percentages of each theme were calculated to facilitate comparison.
Results:
Results indicate that students were generally satisfied with their learning, and that, specifically, learning satisfaction was higher for students who: (1) could persevere in the face of distance learning challenges, (2) found computers easy to use, (3) found it easy to interact with instructors, and (4) did not prefer social interaction with others when learning.
