Download Free An Analysis Of The Association Between Satisfaction And Support Services For Online Graduate Students Book in PDF and EPUB Free Download. You can read online An Analysis Of The Association Between Satisfaction And Support Services For Online Graduate Students and write the review.

Enrollment in online courses and programs is higher than ever before, with nearly one-fourth of all graduate students in the United States enrolled in an online degree program. While online programs increase student access to higher-education, research shows that attrition rates tend to be higher in courses delivered online than for courses delivered in-person (Britto & Rush, 2013; Heyman, 2010). In order to increase online student retention, institutions provide a myriad of support services to facilitate their success and persistence. Much of the existing research on online students' academic needs is focused on nontraditional undergraduate student populations. The present study's purpose was to examine the extent to which student support services are associated with online graduate-level students' satisfaction and dissatisfaction using Herzberg's (1959) motivation-hygiene theory. This study utilized a quantitative survey designed to gather data pertaining to online graduate students' satisfaction and dissatisfaction with various support services at their institution. A total of 199 graduate students responded to the survey. Correlational analyses were used to test the strength of the relationships between satisfaction scores and motivating factors and dissatisfaction scores and hygiene factors. Results indicated that components of support services identified as motivating factors, which predict student satisfaction, include those associated with convenience, timeliness, and enhancing students' overall experience. Hygiene factors, which predict student dissatisfaction, are those associated with awareness of support services. Study findings may be used to inform higher-education professionals that oversee the administration of online graduate programs and support services.
Online graduate students' perceived level of institutional support was explored in relation to student satisfaction and importance. Graduate students, either previously or currently enrolled in at least one online course at a large state university in the Southwestern United States. Confirmatory factor analysis supported construct validity for the survey instrument and Bayesian path analysis established associations and relationships between study variables. Study findings revealed that the participants considered instructional services and academic services the most important areas of institutional support. Findings support a positive relationship between institutional support and satisfaction and a positive relationship between institutional support and importance. Gap analysis indicated areas in which increased student support could benefit online graduate learners.
This paper investigates the relationship between quality of support services in online education and the level of satisfaction of e-learners with these services. Case study was employed to measure University of Surrey's virtual MBA students' satisfaction with course facilitator, personal tutor and help desk functions designed for online education. The research revealed strong positive correlation between quality attributes of these support services and overall level of satisfaction with the support services. It suggests that any increase in quality level of services would yield high satisfaction. Satisfaction gap analysis, on the other hand, indicated that certain aspects of the service functions are not performing to the full satisfaction of students. It is, therefore, concluded that designing academic and administrative support services in conformity with virtual students' needs will better encourage success of e-learners. (Contains 2 figures and 5 tables.).
This study asked two primary questions: (1) to what extent do distance learners find value in student support services; and (2) is there a relationship between the value placed on student support services and students' sense of belonging in the university's learning community? Value was defined as the frequency of use, importance, and satisfaction with student support services. The participants in the study were drawn from undergraduate and graduate students enrolled in one or more online courses in a Catholic University in Pennsylvania’s accelerated adult learning program. These students were taking at least 80 percent of their formal instruction online, and were enrolled in the spring and/or summer sessions of 2016. The research was conducted using a quantitative correlation research design. The variable of value in student support services was measured using a web-based survey assessing the respondents’ frequency of use, perceived importance, and satisfaction with 14 student support services. The variable of online students’ feelings of connection to the wider university community was measured using the Social Connectedness subscale of the Campus Connectedness Scale. To examine the relationships between the perceived value of student support services and respondents’ sense of belonging, a Pearson correlation coefficient was computed for total use of support services, total perceived importance of support services, and total satisfaction with the total sense of belonging scores. The findings revealed a positive correlation between the extent that distance learners used and were satisfied with the student support services and the students’ sense of belonging in the learning community. However, sense of belonging did not significantly correlate with the perceived importance item. The combined results of this study demonstrate that online learners use and satisfaction with student support services had a positive impact on these students’ sense of engagement and belonging in the institution as a whole.
The delivery of quality education to students relies heavily on the actions of an institution’s administrative staff. Effective leadership strategies allow for the continued progress of modern educational initiatives. It is crucial to investigate how effective administrators lead their organizations in challenging and difficult times and promote the accomplishments of their organization. Research Anthology on Preparing School Administrators to Lead Quality Education Programs is a vital reference source that offers theoretical and pedagogical research concerning the management of educational systems on both the national and international scale. It also explores academic administration as well as administrative effectiveness in achieving organizational goals. Highlighting a range of topics such as strategic planning, human resources, and school culture, this multi-volume book is ideally designed for educators, administrators, principals, superintendents, board members, researchers, academicians, policymakers, and students.
A multifaceted approach will be needed to fix the often-unsustainable challenges faced in the 21st-century academic arena. The trends in public and private institutions of education are more cutbacks, downsizing, mergers, sequestrations, lean process implementations, and the increase in hiring part-time workers over full-time workers. At the same time, the COVID-19 pandemic has brought with it an array of schooling challenges around organizational change. Some challenges are structural, some are political, some are human resources related, and yet others are symbolic. To fix these problems, there is a need to address a core issue: increasing student engagement. This requires a wholesale rethinking of what schooling can be. Multifaceted Analysis of Sustainable Strategies and Tactics in Education brings increased awareness to students seeking education and faculty navigating the politics regarding the challenges they face, awareness of the disempowered voices found in the halls of these institutions, and light to the challenges facing administration in education. Covering topics such as parental involvement, work-based learning, and academic success, this premier reference source is an essential resource for educators and administrators of both K-12 and higher education, pre-service teachers, teacher educators, government officials, librarians, researchers, and academicians.
"Women in the United States increasingly seek graduate degrees and represent the largest population of potential applicants. However, they have challenges not faced by their male counterparts, particularly if they are also raising families. Institutions of higher education will benefit from better understanding the hurdles students who are women and mothers encounter. The institutions that are best able to meet the needs of this population may have an advantage in attracting the highest quality applicants. This research examined the relationship between marital and parental statuses and satisfaction with more traditional university support services including the library, parking availability and cost, bookstore services, computer support, financial aid, health center, disability services, the collegium (a gathering place for adult students), campus ministry, and food service choices and availability"--Abstract.