Faculty-student interaction components in online education: What are the effects on student satisfaction and academic outcomes?

Much previous research has presented "interaction" as a pivotal factor for success in the online environment (Boettcher & Conrad, 1999; Shin, 2003), though interaction itself has not been evaluated in a consistent manner across the broad base of literature available in the field of distance education. To test this assumption, this study employed a correlational design to investigate the effects of interactive components in the online learning environment on the learning outcomes of 240 higher education students and 17 instructors across 17 separate online courses at a southeastern university. Further, unique student and instructor variables thought to influence the effects of interaction as well as student outcomes were examined. Two primary student criterion variables of final course grade and course satisfaction were analyzed in conjunction with predictive instructor and student variables assessed through secure online questionnaire administration. These predictive variables were assessed through validated questionnaires examining student learning approach, instructor teaching style, student-perceived interaction, and instructor-perceived interaction in the online class. The results of this research found significant relationships between several student-instructor interaction predictor variables, with individual and/or collaborative interact with the student outcomes, principally, with course satisfaction more so than final received grades. These findings are consistent with previous research on student-instructor interaction present within online courses (McDaniel, 2003; Roblyer & Wiencke, 2003), yet yield some interesting considerations that add to the body of literature. Further discussion of findings of this research, along with a host of recommendations for further research in this field are then presented for consideration. Dedication I dedicate this dissertation to my precious daughter, Jaelynn Savannah, who is both an inspiration and a grounding force for me, and without whom the attainment of this goal would be far less fulfilling. Acknowledgments This dissertation was completed with the expert guidance and support of a number of individuals, whom I would like to thank. First and foremost, I offer thanks to my mentor, Dr. Nancy Longo, for her unwavering support during my doctoral program. As well, I offer thanks to my dissertation committee members, whose suggestions were instrumental in the creation of a body of work of which I can be proud. Additionally, I offer heartfelt thanks to the instructors and students who participated in this project. Your cooperation and participation was instrumental in obtaining the valuable findings of this research, and without each of your willing participation, this project would not have been completed in a timely manner. Finally, I offer sincere appreciation to all of my family, friends, and colleagues who provided a tremendous amount of support, wisdom, and encouragement during my academic endeavors. Thank you for your patience and kindness during this long and trying process.