The impact of distance learning on interpersonal communication satisfaction: A comparison of online and face-to-face community college classrooms

The impact of distance learning on interpersonal communication satisfaction in the community college classroom is examined from both a communication perspective and an enrollment management perspective. Using the hyperpersonal communication theory for direction, the findings of this study revealed that there was no significant difference in overall interpersonal communication satisfaction between the online and face-to-face formats. However, older students experienced greater interpersonal communication satisfaction than younger students in the online classroom, and female students experienced greater interpersonal communication satisfaction than male students in the online classroom. In the online classes, significant positive relationships were also identified between self-esteem and interpersonal communication satisfaction, communication apprehension and interpersonal communication satisfaction, and the amount of talking that the instructor did and interpersonal communication satisfaction. It was concluded that interpersonal communication satisfaction plays an important role in enrollment management in online distance education and merits further investigation.