The Experts below are selected from a list of 71613 Experts worldwide ranked by ideXlab platform
Israr Ahmad - One of the best experts on this subject based on the ideXlab platform.
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key factors for determining Student Satisfaction in distance learning courses a study of allama iqbal open university
Contemporary Educational Technology, 2011Co-Authors: Afzaal Ali, Israr AhmadAbstract:Most of the people in Pakistan perceive distance learning as of poor quality. Therefore, the researchers conducted this study to find out whether it's only people’s perception or is there anything in reality, concerning the poor performance of the distance learning Students compared to traditional Students. Consistent with this rationale, the main purpose of this study was to examine the relationship between Student Satisfaction and the following variables of the distance learning environment: Instructors' performance, course evaluation, and Student-instructor interaction. The sample consisted of 245 Students of Allama Iqbal Open University of Pakistan. Keeping in view the nature of relationships among the variables, correlation matrix and regression analysis in addition to frequency analysis were used to analyze the findings. The results showed that just like in traditional education, in distance learning at AIOU, enough interaction takes place between Students and instructors; courses are up to date and well-designed; instructors are devoted, motivated, and equipped with the required competencies. Moreover, the faculty at AIOU is delivering distance courses that meet Students' needs with regard to Student-instructor interaction, instructor performance, and course evaluation.
Afzaal Ali - One of the best experts on this subject based on the ideXlab platform.
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key factors for determining Student Satisfaction in distance learning courses a study of allama iqbal open university
Contemporary Educational Technology, 2011Co-Authors: Afzaal Ali, Israr AhmadAbstract:Most of the people in Pakistan perceive distance learning as of poor quality. Therefore, the researchers conducted this study to find out whether it's only people’s perception or is there anything in reality, concerning the poor performance of the distance learning Students compared to traditional Students. Consistent with this rationale, the main purpose of this study was to examine the relationship between Student Satisfaction and the following variables of the distance learning environment: Instructors' performance, course evaluation, and Student-instructor interaction. The sample consisted of 245 Students of Allama Iqbal Open University of Pakistan. Keeping in view the nature of relationships among the variables, correlation matrix and regression analysis in addition to frequency analysis were used to analyze the findings. The results showed that just like in traditional education, in distance learning at AIOU, enough interaction takes place between Students and instructors; courses are up to date and well-designed; instructors are devoted, motivated, and equipped with the required competencies. Moreover, the faculty at AIOU is delivering distance courses that meet Students' needs with regard to Student-instructor interaction, instructor performance, and course evaluation.
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key factors for determining Student Satisfaction in distance learning courses a study of allama iqbal open university aiou islamabad pakistan
The Turkish Online Journal of Distance Education, 2011Co-Authors: Afzaal Ali, Muhammad I Ramay, Mudasar ShahzadAbstract:In this paper, the primary objective of the research team was to find out the relationship between Student Satisfaction and the following variables of the distance learning environment: instructors' performance, course evaluation and Student-instructor interaction. The sample consisted of 245 Students of Allama Iqbal Open University of Pakistan. The purpose of this study was to address the most recent problem of AIOU Students relevant to their distance learning. The problem was that most of the people in Pakistan perceived distance learning as poorer quality. Therefore, the researchers conducted this study to find out whether it's only people perception or there is any thing in reality about the poorer outcome of the distance learning Students as compare to traditional Students. By using correlation, regression and descriptive analysis, it was found that just like the traditional education, in distance learning education at AIOU, enough interaction take place between Students and their instructors, courses are up to date and well designed, instructors are devoted, motivated and equipped with the required skill and knowledge. Moreover, the faculty at AIOU is delivering distance learning courses that meet the Students' needs in regard to Students-instructor interaction, instructor performance and course evaluation.
Jennifer Randall - One of the best experts on this subject based on the ideXlab platform.
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Doctoral Student Satisfaction: An Examination of Disciplinary, Enrollment, and Institutional Differences
Research in Higher Education, 2012Co-Authors: Benita J Barnes, Jennifer RandallAbstract:Previous research suggests that it is the department, not the graduate school that bears the greatest responsibility for doctoral Students’ progress and success (Ehrenberg et al., Doctoral education and the faculty of the future (pp. 15–34). Ithaca, NY: Cornell University Press, 2009 ) dictating the need to examine and understand how doctoral Students experience their education at the department level. In the present study, we analyzed the NAGPS’ 2000 National Doctoral Program Survey (NDPS) data in an effort to understand the differences in the Satisfaction levels of doctoral Students (current, recent graduates, and former) across various academic disciplines (e.g. social sciences, humanities, engineering) and different institutional types (e.g. research extensive and research intensive). Employing both traditional (ANOVA) and item-level (Rasch Rating Scale Model) analyses we found that although overall Satisfaction with doctoral experiences appears to be equivalent/similar across multiple disciplines, Student Satisfaction within disciplines varied significantly and consistently with respect to specific academic experiences.
Ismail Sahin - One of the best experts on this subject based on the ideXlab platform.
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considering Students perceptions the distance education Student Satisfaction model
Educational Technology & Society, 2008Co-Authors: Ismail Sahin, Mack C ShelleyAbstract:In the current study, the Distance Education Student Satisfaction Model, estimated as a structural equation model, is proposed to understand better what predicts Student Satisfaction from online learning environments. In the present study, the following variables are employed based on the Technology Acceptance Model (TAM) (Davis, Bagozzi, & Warshaw, 1989) and literature: computer knowledge, flexibility of distance education, usefulness of distance education, and distance education Satisfaction. Results suggest that as long as Students have the skills to use online tools and perceive that distance education is a useful and flexible way of learning, communicating, and sharing, their enjoyment from online instruction will be promoted. Ultimately, this Satisfaction may lead to higher levels of engagement, learning, and success in the distance education setting. Data collected from 195 undergraduate Students are analyzed using Statistical Package for the Social Sciences and Analysis of Moment Structures statistical software. Implications of the findings of the present study are crucial for instructors, practitioners, and institutions planning to offer or currently engaged in offering distance education courses.
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predicting Student Satisfaction in distance education and learning environments
The Turkish Online Journal of Distance Education, 2007Co-Authors: Ismail SahinAbstract:The purpose of this study was to analyze characteristics of online learning environments. Data collected using the Distance Education Learning Environments Survey (DELES) were used to explore the relationship between Student Satisfaction and the following predictor variables: instructor support, Student interaction and collaboration, personal relevance, authentic learning, active learning, and Student autonomy. The participants of this study were 917 undergraduate Students at an Anatolian university in Turkey. Results of the regression analysis show that four of the six DELES scales, namely, personal relevance, instructor support, active learning, and authentic learning, were significantly and positively related to Student Satisfaction. These results provide valuable feedback to institutions offering online classes and to educators evaluating Satisfaction of their Students.
Mack C Shelley - One of the best experts on this subject based on the ideXlab platform.
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considering Students perceptions the distance education Student Satisfaction model
Educational Technology & Society, 2008Co-Authors: Ismail Sahin, Mack C ShelleyAbstract:In the current study, the Distance Education Student Satisfaction Model, estimated as a structural equation model, is proposed to understand better what predicts Student Satisfaction from online learning environments. In the present study, the following variables are employed based on the Technology Acceptance Model (TAM) (Davis, Bagozzi, & Warshaw, 1989) and literature: computer knowledge, flexibility of distance education, usefulness of distance education, and distance education Satisfaction. Results suggest that as long as Students have the skills to use online tools and perceive that distance education is a useful and flexible way of learning, communicating, and sharing, their enjoyment from online instruction will be promoted. Ultimately, this Satisfaction may lead to higher levels of engagement, learning, and success in the distance education setting. Data collected from 195 undergraduate Students are analyzed using Statistical Package for the Social Sciences and Analysis of Moment Structures statistical software. Implications of the findings of the present study are crucial for instructors, practitioners, and institutions planning to offer or currently engaged in offering distance education courses.
