Social Presence 2001; downloaded 777 times in the period 6/29/06-7/17/09.
This paper will provide an update on student satisfaction in the SUNY Learning Network (SLN). We will look at the issue of student satisfaction from a variety of perspectives focusing on both the learning environment of SLN and on specific constructs and variables that may promote high levels of satisfaction. From a system perspective we will review the results of student surveys on a variety of issues impacting satisfaction. We interpret these results in light of the strategic objectives of the program and keeping in mind socio-cognitive views of instruction and well established principles of good practice in higher education. As with previous studies of student satisfaction in SLN, and in alignment with predictions from this theoretical framework, results indicate the importance of teacher-to-student and student-to-student interaction. More specifically, these results indicate the importance of both the quantity and quality of facultystudent interaction, of communicating clear expectations on how to succeed in courses and of providing timely, high quality feedback. These are the instructional variables that correlate most strongly with both satisfaction and learning. We also look at survey results that show correlations between the nature of SLN's asynchronous, text-based online learning environment and student's reported: depth of thought in discussions, ability to communicate effectively in writing, feelings of isolation, time on task, wasted time, and reported learning. We find good reason to believe that this environment engenders high levels of interaction, participation, satisfaction and learning.
