Teaching self -directed learning theory to enhance online course satisfaction: Preparing graduate level information technology students

This study examined whether teaching self-directed learning, and other online learning practices, to new graduate learners impacted learner satisfaction with their first course in a Web-based program. Specifically, this study looked at whether learners' satisfaction with the first course in a prominent online university's Master of Science in Information Technology program could be enhanced by providing learners with a learning module that explained the basics of various online learning theories and strategies that were used in the course. This study used Likert Scale surveys to determine respondents' level of agreement with questions about online learning. It then presented a learning module about online learning to half of the participants, then surveyed them all again, comparing responses of those who participated in the module and those that did not. The results indicated little relationship between learners completing the learning module and changes in attitude toward online learning; the data did not show much difference in satisfaction level or understanding by the online learners, regardless of if the learners completed the learning module or not. The fact that little attitude change was found indicates that further study needs to be conducted to determine if there is a better way to inform learners about online learning theory, and what other methods can be found to improve satisfaction with online courses and thus improve persistence in online programs.