“Effectiveness of Personal Interaction in a Learner-Centered Paradigm Distance

Education Class Based on Student Satisfaction.”

PROBLEM OF THE STUDY:

The purpose of this study was to see if there was a link between students' perceptions of

how effective course-related contact was and their degree of course satisfaction. The researchers

created the Students' Perceived Interaction Survey (SPIS) to assess nine characteristics in distant

education using the learner-centered paradigm. These variables included student-instructor

interaction and student-teaching assistant interaction. Interaction, student-student personal

interaction, student-content interaction, gender, academic classification, prior experiences with

distance education in a partially online class setting, prior experiences with distance education in

an entirely online class setting, and students' perceptions of the effectiveness of specific WebCT

features in helping them learn. Nine hypotheses were established based on these variables.

RESEARCH METHODOLOGY:

The methodology created for this study includes the research concept, instrument

development and pilot testing, participant characteristics, sampling strategy, and data gathering

and analysis procedures.

FINDINGS:

The researcher created a multivariate linear regression model to investigate the link between

course satisfaction and other independent factors. Regression analysis was the best statistical

method for analyzing the data. To predict course satisfaction, the model used a combination of

continuous and categorical factors. Dummy variables were developed for the category

independent variables. The model developed was as follows:

Where Y = Course satisfaction

X1 = WebCT effectiveness

X2 = Prior partial online experience

X3 = Prior entirely online experience

X4 = Student-TA interaction

X5 = Student-instructor interaction

X6 = Student-student interaction

CONCLUSION AND RECOMMENDATIONS FOR FURTHER STUDY:

As remote education has grown in popularity, it is critical to assess the quality of online

courses. In order for students to succeed, teachers must offer clear aims and objectives to pupils

so that they do not become discouraged (Porter, 1997). To help students absorb the most

knowledge, online instructors must focus on their students' needs and organize and execute their

lectures clearly and successfully (Barker & Patrick, 1989; Knowlton, 2000).

Student satisfaction is an extremely crucial component in effective distance education

courses (Ritchie & Newby, 1989). There are various approaches to improve student achievement

in online class environments. Some studies argue that student satisfaction should be evaluated

before learning outcomes since unfavorable attitudes among students can impede their learning

(Biner, Dean, & Mellinger, 1994). Instructors should consider student satisfaction because

attitudes are frequently predictive of achievement. Barrett et al. (2007) reported that in order to

facilitate improved online learning environments and promote student happiness, online

educators must transform their teaching techniques from teacher-centered to learner-centered

paradigms. Several recommendations have been given based on the research findings regarding

how to make a learner-centered online classroom that includes successful WebCT features,
increases student-instructor engagement, increases student-student interaction, and increases

student-content interaction. The findings of this study can assist educators in developing a rich

distance education environment that encourages students to appreciate what they are studying

and perform well.

The following are some research ideas for the future:

1. Examine whether increased contact improves student learning results. Grades or academic

success are used to assess performance.

2. Rep this study on a nationwide scale for undergraduate students. taking a similar course

utilizing several course management systems.

3. Rep this research in other classes in various academic areas.

4. Conduct a qualitative study to examine students' perspectives about the links between

interaction and their course satisfaction.

5. Conduct an experiment with a control group to see if greater interaction leads to higher course

satisfaction. One group would necessitate little to no interaction, but another group would be

given a substantial amount of interaction.

6. Conduct the same study on various course management platforms. WebCT is superior.

7. Determine whether the gender and preference research findings were consistent in other areas.

This was a computer science course; possibly a larger subject area might yield different

outcomes.

8. Determine whether additional factors, such as students' learning styles and instructors'

teaching styles, affect interaction, which are not addressed in this study. More research is needed

in these areas.