AB+-+Jackson+et+al.+(2010)


 * **Reference: ** || Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty actions that result in student satisfaction in online courses. //Journal of Asynchronous Learning Networks, 14//(4), 78-96. Retrieved from http://jaln.sloanconsortium.org/index.php/jaln ||
 * **Author's: ** || Jackson, L. C., Jones, S. J., & Rodriguez, R. C. ||
 * **Title:** || Faculty actions that result in student satisfaction in online courses. ||
 * **Year:** || 2010 ||
 * **Journal: ** || //Journal of Asynchronous Learning Networks // ||
 * **Retrieval Information**: || http://jaln.sloanconsortium.org/index.php/jaln ||
 * **Bibliography**: ||  ||
 * This quantitative research study correlated faculty actions with student satisfaction in online classes at two community colleges in Texas. Data for the study was obtained from student responses to each institution’s existing online course evaluation. All online students were requested to fill out the online evaluation, and 426 students (30%) from College 1 and 1004 students (69%) from College 2 participated. Descriptive statistics, bivariate correlations, and multiple regressions were used to identify the faculty actions that affected student satisfaction in online courses. The authors determined that “ student satisfaction with online courses appears to be impacted by instructor actions within the course ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 91 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The highest correlations with student satisfaction were “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">timeliness/accessibility of instructor, clearly stated expectations, instructor enthusiasm, and comfortable climate <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 91 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and a moderate correlation existed with activities. Multiple regression analysis indicated that 69% of the variance of student satisfaction could be explained by those independent variables. This article identifies specific actions that instructors can do in their online courses to increase student satisfaction. The article contains good discussion from the literature regarding faculty roles and student satisfaction. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://jaln.sloanconsortium.org/index.php/jaln ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This quantitative research study correlated faculty actions with student satisfaction in online classes at two community colleges in Texas. Data for the study was obtained from student responses to each institution’s existing online course evaluation. All online students were requested to fill out the online evaluation, and 426 students (30%) from College 1 and 1004 students (69%) from College 2 participated. Descriptive statistics, bivariate correlations, and multiple regressions were used to identify the faculty actions that affected student satisfaction in online courses. The authors determined that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">student satisfaction with online courses appears to be impacted by instructor actions within the course <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 91 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The highest correlations with student satisfaction were “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">timeliness/accessibility of instructor, clearly stated expectations, instructor enthusiasm, and comfortable climate <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 91 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and a moderate correlation existed with activities. Multiple regression analysis indicated that 69% of the variance of student satisfaction could be explained by those independent variables. This article identifies specific actions that instructors can do in their online courses to increase student satisfaction. The article contains good discussion from the literature regarding faculty roles and student satisfaction. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
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 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
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