Student Satisfaction with Online Learning: Is it a Psychological Contract?

Authors

  • Charles Dziuban Director, Research Initiative for Teaching Effectiveness- University of Central Florida
  • Patsy Moskal Research Initiative for Teaching Effectiveness University of Central Florida
  • Jessica Thompson Research Initiative for Teaching Effectiveness University of Central Florida
  • Lauren Kramer Research Initiative for Teaching Effectiveness University of Central Florida
  • Genevieve DeCantis Research Initiative for Teaching Effectiveness University of Central Florida
  • Andrea Hermsdorfer Research Initiative for Teaching Effectiveness University of Central Florida

DOI:

https://doi.org/10.24059/olj.v19i2.496

Keywords:

Student satisfaction, online learning, psychological contract

Abstract

The authors explore the possible relationship between student satisfaction with online learning and the theory of psychological contracts. The study incorporates latent trait models using the image analysis procedure and computation of Anderson and Rubin factors scores with contrasts for students who are satisfied, ambivalent, or dissatisfied with their online learning experiences. The findings identify three underlying satisfaction components: engaged learning, agency, and assessment. The factor score comparisons indicate that students in the general satisfaction categories characterize important differences in engaged learning and agency, but not assessment. These results lead the authors to hypothesize that predetermined, but unspecified expectations (i.e., psychological contracts) for online courses by both students and faculty members are important advance organizers for clarifying student satisfaction.

Author Biography

Charles Dziuban, Director, Research Initiative for Teaching Effectiveness- University of Central Florida

Chuck Dziuban is Director of the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF) where he directs the evaluation of the distributed learning program. He has spoken on how modern technologies impact learning at more than 80 universities in the United States and throughout the world. In 2000, Chuck was named UCF’s first ever Pegasus Professor for extraordinary research, teaching, and service and in 2005 received the honor of Professor Emeritus. In 2005, he received the Sloan Consortium award for Most Outstanding Achievement in Online Learning by an Individual and became an inaugural Sloan Fellow in 2010. In 2012 the University of Central Florida established the Chuck D. Dziuban Award for Excellence in Online Teaching in recognition of his contribution to teaching and learning with technology

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Published

2015-02-13

Issue

Vol. 19 No. 2 (2015)

Section

Student Issues and Challenges

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