| eacher interaction has been regarded as a significant aspect of learning experiences online. This study expands upon present literature by attempting to predict student satisfaction as an outcome of specific types and frequency of teacher-student interactions from an experimental versus exploratory vantage point. The importance of student satisfaction as an outcome of teacher-student interactions has been well defined in the literature. There is a significant gap in the current literature in that there is not a clear blueprint for online educators to follow that will predictably provide a positive student experience. The purpose of this quasi-experimental multiple regression modeling study was to investigate the ability to predict student satisfaction as an outcome of the frequency and type of instructor interactions along with the demographic factors of age, graduate or undergraduate standing, gender, and final course grade. The participants were from a liberal arts college in the Midwest with an enrollment of 8,000 students, who were given the opportunity to self identify as online students and participate in the study. The results demonstrated numerous aspects of the online experience significantly predict student satisfaction. The current research questions were addressed through a series of multiple regression analyses. Each of the models included factors of demographic variables, instructor presence, type of student-instructor interaction, and instructor responsiveness were found to significantly predict student satisfaction. A model that included all predictors, and allowed for control of the influence of all other variables, showed that six of the predictors have the greatest and significant impact on student satisfaction. Each variable of age, graduate vs. undergraduate status, instructor feedback, amount of interactions with instructor, viewing the instructor as the facilitator of the course, and instructor email responsiveness were able to maintain a significant relationship with student satisfaction after controlling for all other variables in the study. The study demonstrated student satisfaction had a significant relationship with instructor presence as demonstrated by lack of feedback (beta = -.200, p < .001), timely responses of the instructor (beta = ..120, p < .01), numerous interactions (beta = .235, p < .001), individualized attention (beta = .132, p < .01), and teacher as facilitator (beta = .165, p < .001). Additionally, age, gender and academic status had a significant effect on student satisfaction. The study was successful in identifying teacher responsiveness and communication by email and the phone as factors resulting in student satisfaction. It is recommended that further studies examine students and faculty based on program of study and students as participants enrolled in a specific course with specified instructors, as there is likely significant variability between programs. It is also suggested that this study be replicated using a longitudinal research method. |
