A Study on the Predictors of Success and Satisfaction in an Online Higher Education Program in Turkey

By Kirmizi, Özkan | International Journal of Education, October 1, 2014 | Go to article overview

A Study on the Predictors of Success and Satisfaction in an Online Higher Education Program in Turkey


Kirmizi, Özkan, International Journal of Education


Abstract

The aim of this study was to determine the predictors of success and satisfaction in an undergraduate distance education ELL degree program in Turkey. In this study, the independent variables are instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy and the dependent variables are student success and student satisfaction. The participants were 85 distance education students enrolled at the English Language and Literature Distance Education Program at Karabük University. In order to collect data, Education Learning Environment Survey (DELES), developed and validated by Walker and Fraser (2003), was used. This survey includes six psycho-social scales: 1) instructor support, 2) student interaction and collaboration, 3) personal relevance, 4) authentic learning, 5) active learning, and 6) student autonomy. In order to ascertain the relation between the variables, a correlation analysis was carried out. A moderate level of correlation was observed among the variables of the study. In addition, two regression tests were administered in order to measure the influence of the independent variables on both success and satisfaction. The results indicate that the predictors of student satisfaction are instructor support, authentic learning, and personal relevance, whereas the only strong predictor of academic success was authentic learning.

Keywords: Instructor support, Student interaction, Collaboration, Personal relevance, Authentic learning, Active learning, Student autonomy

1. Introduction

As online programs proliferate every day as a result of the advances in technology, more institutions design distance education programs. Therefore, student achievement and student satisfaction are crucial issues that must be studied carefully in order to provide betterment for online courses. Although some researchers think that there are not significant differences between online learning and traditional face-to-face classroom learning in terms of learning outcomes (Allen, Bourhis, Burrell & Mabry, 2002), student satisfaction in online learning still remains an important issue on account of the fact that new technologies have altered the way that students interact with instructors and classmates (Kaminski, Switzer, & Gloeckner, 2009).

Another important issue for online programs is student achievement. Some researchers believe that students who succeed in traditional settings may not do well in online courses. The reasons for this may range from students motivation, self-discipline to any other learner characteristics. Therefore, there is a need to investigate learner achievement in online education programs in relation to various factors. The purpose of this study is to investigate student success and satisfaction in a distance education program in relation to instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy.

2. Review of Literature

2.1 Academic Success in Distance Education

The need for researching the factors that affect student success in distance education courses was voiced decades ago (Biner et al., 1996; Dille & Mezak, 1991; Stone, 1992). The literature includes studies that focus on the factors that contribute to success. However, most of them are rather inconclusive and the factors have not been accurately described (Phipps & Merisotis, 1999). The factors that have been investigated in relation to success in distance education are age, educational level, locus of control, learning style, motivational beliefs, and self-regulated learning components.

First of all, although there are conflicting views, studies that focus on age and success in distance education programs found that the average age of successful students was 28 rather than 25 (Dille and Mezack, 1991). There are also some studies that do not find any significant relation between age and success in distance education programs (Biner et al, 1996). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

A Study on the Predictors of Success and Satisfaction in an Online Higher Education Program in Turkey
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.