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Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses
Swan, Karen

Published28 July 2006
JournalDistance Education
Volume 22, Issue 2, Pages 306-331
CountryUnited States, North America

ABSTRACT
This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions and course design factors in 73 SUNY Learning Network courses in the Spring, 1999 semester. The study found that three general factors - clarity of design, interaction with instructors, and active discussion among course participants - significantly influenced students' satisfaction and perceived learning. Such findings are related to various kinds of interactivity and a 'community of inquiry' model of online learning.

Keywords interaction · community

CoI focusFull model
PopulationUniversity
Study designSurvey
Sample size1406
LanguageEnglish
ISSN0158-7919
RefereedYes
DOI10.1080/0158791010220208
ExportBibTex · EndNote · Tagged XML · Google Scholar


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