Thesis (M.S.) -- Brigham Young University. Dept. of Health Sciences, 1999. / Includes bibliographical references.

Thesis (Ph. D.)--University of North Texas, Dec., 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ed. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Students’ satisfaction is a very important indicator of the caliber of online courses, a learning modality which has escalated in the last decade. Satisfaction, however, is a complex construct and most related studies assume that satisfaction is the opposite of dissatisfaction. An alternative view from the area of organizational psychology was offered by Herzberg, Mausner and Snyderman (1959) who theorized that the factors that lead to workers’ satisfaction are different from those that lead to their dissatisfaction. Therefore, eliminating the dissatisfiers may result in no dissatisfaction but not necessarily lead to satisfaction. This study used Herzberg et al. (1959) theory as a lens to investigate students’ satisfying and dissatisfying experiences in online courses. A total of 624 students were surveyed at a large system-wide Midwestern university regarding their satisfying and dissatisfy experiences in online courses. Data analyses included content analysis, descriptive statistics, and independent samples t-tests. Although some of the online course experiences that students described were associated with both satisfying and dissatisfying categories, some experiences were reported more often as satisfying than as dissatisfying. More specifically, the analyses revealed that recognition, achievement, course flexibility/convenience, asynchronous communication, and synchronous communication may be deemed as satisfiers (motivators), because they were more likely to increase online students’ satisfaction than to decrease their satisfaction. In contrast, online modality, assessment, instructor facilitation skills, instructor directions/expectations, and course technology were deemed as dissatisfiers (hygiene factors), because they were associated with students’ dissatisfying experiences more frequently than they were with satisfying experiences. Based on the study results, the recommendations included addressing not only the hygiene factors but also the motivators. The rationale is that if online course practitioners address only the hygiene factors (such as course technology), this approach could lead students to having only a neutral position in the course, that is, they would be neither satisfied nor dissatisfied. Therefore, online course practitioners should also implement strategies (motivators) associated with experiences that students reported more often as satisfiers (such as recognition for their work and opportunities for achievement in the course).

The institutions of Superior Education in Brazil, from a public policy of incentives for Distance Education (DE), along with the facilities provided by the Information Communication Technologies (ICT), has made significant investments in this type of education. Even if the interests of each university may be different, the individual benefits of the teaching-learning and the returns to society justify the infrastructure improvements for the demands attendance of the process. In this sense, the study relates specific issues to analyze which are the variables that influence the satisfaction of students linked to DE courses at graduation and post-graduation levels. Based on the literature, it has been adapted a model that defines dimensions, constructs and variables for analysis. The dimensions considered are: Perceived Satisfaction of Distance Education (dependent variables), and Student dimensions (independent variables), Teacher / Tutor, Course, Technology, Environment Course and Teaching Model. The participants were all students of graduation and post-graduation distance system of the Open University of Brazil, at the Federal University of Santa Maria, located in the state of Rio Grande do Sul, Brazil. For the analysis of data and in order to reduce uncorrelated variables, it was initially used the method of factor analysis and Pearson correlation. Seeking for the prediction of a variable on the other to explain the relationship between dependent and independent variables of the model - as well as validation of the model used, we used multiple regression. In relation to confirmation of the model, the results of multiple regression revealed four variables as predictors of DE student satisfaction: Flexibility and Quality of the Course belonged to the Course dimension and the Perceived Usefulness and Perceived Ease variables belonging to Teaching Model dimension. The constructs, Course Quality, Flexibility Course, Perceived Usefulness and Perceived Ease of Use (predictors / independent model), explaining 40.6% of the variance. With this result, we conclude about the efficiency of the model and the satisfaction of students in distance education. In addition, it established a relationship with the infrastructure Virtual Teaching- Learning Environment regarding the flexibility and ease of studying on graduation or postgraduation degrees and this mode of teaching, as well as with regard to the quality and usefulness of the courses. / As Instituições de Ensino Superior no Brasil, com base em uma política pública de incentivos à Educação a Distância (EaD), juntamente com as facilidades disponibilizadas pelas Tecnologias de Informação de Comunicação (TIC), têm realizado investimentos significativos nessa modalidade de ensino. Mesmo que os interesses de cada universidade possam ser distintos, os benefícios individuais do processo de ensino-aprendizagem e os retornos para a sociedade justificam as melhorias na infraestrutura para o atendimento de demandas inerentes ao processo. Nesse sentido, o estudo relaciona questões específicas para analisar quais são as variáveis que influenciam na satisfação de alunos vinculados nos cursos de EaD em nível de graduação e pós-graduação. Com base na literatura, adaptou-se um modelo que define dimensões, constructos e variáveis para a análise. As dimensões consideradas são: Satisfação Percebida do EaD (variáveis dependentes), e as dimensões (variáveis independentes) Aluno; Professor/Tutor; Curso; Tecnologia; Ambiente do Curso e Modelo de Ensino. Os participantes da pesquisa foram todos os alunos dos cursos de graduação e pós-graduação a distância do sistema da Universidade Aberta do Brasil, da Universidade Federal de Santa Maria, localizada no estado do Rio Grande do Sul, Brasil. Para a análise dos dados e com o objetivo de reduzir variáveis sem correlação, inicialmente se utilizaram do método de análise fatorial e correlação de Pearson. Na busca da predição de uma variável sobre a outra explicar as relações entre variáveis dependentes e independentes do modelo bem como a validação do modelo utilizado, utilizou-se regressão múltipla. Em relação à confirmação do modelo, os resultados da regressão múltipla revelaram quatro variáveis como preditoras da satisfação dos alunos EaD: Flexibilidade do Curso e Qualidade do Curso pertencente à dimensão Curso e as variáveis Utilidade Percebida e Facilidade Percebida pertencente à dimensão Modelo de Ensino. Os constructos, Qualidade Curso, Flexibilidade Curso, Utilidade Percebida e Facilidade de Uso Percebida (previsores/independentes do modelo), explicam 40,6% da variância. Com esse resultado foi possível concluir que a eficiência do modelo e sobre a satisfação dos alunos do EaD. Além disso, estabelecer uma relação com a infraestrutura do Ambiente Virtual de Ensino-Aprendizagem no que diz respeito à flexibilidade e facilidade de cursar uma graduação e ou pós-graduação nessa modalidade de ensino, bem como no que diz respeito à qualidade e utilidade dos cursos.

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This study analysed the learning environment of undergraduate medical and health sciences students of the School of Medicine University of Zambia who were studying at the Ridgeway Campus. Premised on the theory that learner’s perception of the learning environment determines approach to learning and learning outcome, the study utilized a descriptive, quantitative, and non-experimental design to articulate the issues that characterise the learning environment of the programmes. The aim was to provide framework based on these, and use it to propose a strategy for improving the learning environment of the School. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was administered to 448 participants from year 2 to year 7 classes of medicine, pharmacy, and physiotherapy programmes. Total DREEM, subscale, and individual items’ scores were analysed statistically and compared by analysis of variance among the programmes. The issues determined formed the framework for strategy development, and strategic options were proposed based on evidence obtained from literature. With a global DREEM score of 119.3 ± 21.24 (59.7 %), the students perceived their learning environment as “more positive than negative.” One sample binomial test of hypothesis for categorical variables returned a p value <0.05, with a verdict to ‘reject the null hypothesis,’ thereby confirming a more positive than negative perception. Subscale scores also showed ‘more positive’ perception. There were no significant differences between scores from the different programmes when compared by Games Howell test, P> 0.05, thereby upholding the second hypothesis. Analysis of individual items revealed problems in six items, which were summarised into four strategic ssues: inadequate social support for stressed students, substandard teaching and mentoring, unpleasant accommodation, and inadequate physical facilities. The implications of the findings for theory and practice were discussed and strategic options proposed to address the issues. The study concludes that analysis of the learning environment of medical schools provides more insight for strategic planning and management. / Health Studies / D.Litt. et Phil. (Health Studies)