The Future of Education

Edition 14

Accepted Abstracts

Comparing Student Satisfaction and Perception of Effectiveness in Two Different Online Computer Science Courses

Waleed Farag, Indiana University of Pennsylvania (United States)

Sanwar Ali, Indiana University of Pennsylvania (United States)

Imran Ghani, Indiana University of Pennsylvania (United States)

Abstract

This research sheds some light on possible answers to the interesting question of: will changing course contents and difficulties have impact on the level of students’ satisfaction and perception of effectiveness in online courses? The paper focuses on presenting the detailed analyses and findings of indirect assessment techniques. Two courses (groups) are compared in this research, an introductory programming class versus a computer literacy one. The paper employs two different data sets and implements an experimental, in-depth analysis procedure to answer the stated research question. The first set uses data collected from students that express their perception of the effectiveness of seven important online course performance indicators. An example of these indicators is how relevant the course is to the students. The second data set relies on data taken from traditional student evaluation instrument to evaluate the level of students’ satisfaction with the course and its instruction. This later set uses two measures (course-satisfaction and instruction-satisfaction). The obtained results for the majority of studied performance measures denote that there are no statistically significant differences between the two groups. On the other hand, the results identify a couple of performance measures (interactivity and peer-support) in which data in the two groups show statistically significant differences. Possible explanations of the obtained results are discussed. Lastly, brief results of direct assessment methods are also presented.

Keywords: Computer literacy, Online programming courses, Evaluating student’s perception, Measuring students’ satisfaction;

References:
[1] Armitage, W., Boyer, N., Langevin. S., and Gaspar, A. 2009. Rapid conversion of an IT degree program to online delivery: impact, problems, solutions and challenges. In Proceedings of the SIGITE Conference on information technology education (Fairfax, Virginia, October 22 - 24, 2009). ITE '09. ACM, New York, NY, 100-107. DOI= http://doi.acm.org/10.1145/1631728.1631758.
[2] Chamberlin, L. and Parish, T. 2011. MOOCs: Massive Open Online Courses or Massive and Often Obtuse Courses? ACM eLearn, 2011, 8, Article No. 1. DOI= http://dx.doi.org/10.1145/2016016.2016017. 
[3] EdX Site 2019. Retrieved March 2, 2019 from https://www.edx.org/.
[4] Farag, W. and Ali, S. “Can Online Delivery Result in Comparable Achievement of Course Outcomes and Student Success in Different Computer Science Courses?” in the proceedings of the IEEE 2016 Frontiers in Education (FIE) International Conference held in Erie, PA, pp. 1-7, October 12-15, 2016. DOI: 10.1109/FIE.2016.7757378.
[5] Field, A. 2017. Discover Statistics Using SPSS. SAGE Publications Ltd, London, UK.
[6] Helm, J., Powell, K., and Ice, P. 2011. Evaluating Online Course Quality for Student Learning and Success. In Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (Honolulu, Hawaii, Oct 18, 2011).
[7] Rothman, T., Romeo, L., Brennan, M., and Mitchell, D. 2011. J. International Journal for e-Learning Security, 1, 1/2, March/June 2011, 27-32.

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