How student satisfaction factors affect perceived learning

Lo, Celia C. “How Student Satisfaction Factors Affect Perceived Learning.” Journal of the Scholarship of Teaching and Learning 10.1 (2010): 47-54.

Lo, C. C. (2010). How students satisfaction factors affect perceived learning. Journal of the Scholarship of Teaching and Learning, 10(1), 47-54.

Abstract
Data from students in two sections of a general education course offered at a research university in spring 2009 were used to explore whether student satisfaction factors are associated with perceived learning as rated by students. A list of 22 elements in the learning environment was explored. The 22 were used in creating 3 satisfaction factors related to the roles of student, instructor, and policy. The study showed all of these satisfaction factors to be associated with higher rates of perceived learning, measured via students’ expectations of academic success. The finding’ implications for practice are briefly discussed.

Summary
The instructor plays a key role of creating the best environment for online learning. This study used the role of the learning environment created be the instructor to study student satisfaction. The course was redesigned with focusing on increasing students “critical thinking, theory application, and synthesis of information, better preparing them to become lifelong learners” (48). The online portion of the course involved students taking exams, weekly homework, and receiving grades. The students were surveyed their satisfaction with the course and professor and their perceived success in the course. The three satisfaction factors included “satisfaction with the instructor’s directions and support”, “satisfaction with own commitment to learning”, and “satisfaction with course policies” (50).

Results showed correlations between the three satisfaction factors. Results also showed that students who anticipated higher grades were more likely to show higher satisfaction levels in each of the three areas. The students had a high satisfaction for the learning environment that had high teacher and student responsibility for the learning. These results also show how the teacher has a key role in the student perceptions of the learning process and course.

This study also notes that there was a rather small sample sized used for the project (78 students) and that further studies with more students should be conducted.