Synchronous Online Learning and its Relation to Course Satisfaction

Date of Award

Spring 5-12-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Boyd Bradbury


online learning, synchronous, course satisfaction


With the rapid increase in enrollment in online education, so too come many questions regarding the value and quality of the online learning environment as compared to a traditional classroom environment. Many studies have considered the increased use of technology in the classroom but few, if any, have investigated whether certain elements in an online course lead to increased student satisfaction. Students currently enrolled at MSUM who have completed online courses containing synchronous and asynchronous components will be surveyed. The survey population will be approximately 50 students and the survey will be conducted in June 2011. They hypothesis is that online learning is chosen by students for the flexibility of completing the work when they have the time, and as a result there will be no connection between course satisfaction and synchronous learning components.

Abstract only: No full text available.