The Relationship between Synchronous Web Conferencing and Course Satisfaction in a Blended Online Class PROCEEDINGS
Hui-Wen Huang, Rodney McConnell, University of Idaho, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: This case study investigated the relationship between synchronous web conferencing and course satisfaction in an online class in a public four-year university located at the northwestern United States. A total of 15 in-service and pre-service teachers participated in the study in summer 2009 session. An end-of-course survey including online synchronous learning experience, course satisfaction, and one open-ended question was utilized to collect the data. The results indicated that there was a significantly positive correlation between synchronous web conferencing and course satisfaction by administering SPSS analysis. Additionally, 90% of the students were satisfied with the synchronous integration in an online course by answering the open-ended question. Combining asynchronous text-based online discussion and synchronous web conferencing could ensure more interactive discourses between student-student and student-instructor in the teacher-preparation program of higher education.
Huang, H.W. & McConnell, R. (2010). The Relationship between Synchronous Web Conferencing and Course Satisfaction in a Blended Online Class. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 546-551). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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