Student perception and satisfaction in Online Certificate Courses Erman Yukselturk Middle East Technical University Fethi A. Inan The University of Memphis E-Learn Washington, DC, USA Nov. 1-5, 2004

Satisfaction Studies Researches investigated online learners’ achievement more than what the students have experienced There is strong correlation between student satisfaction and retention It is not unusual that, even students with high achievement report less satisfaction

Contributors: Students Characteristics Student demographics Married Employed full time Older than typical college-age students Prior experiences Expectations Expecting condition like traditional classroom

Contributors: Program implementation Orientation Support Quality of instructional materials Instructors Course management and facilitation

Description of OITC Program First Internet Based Certificate program (started in May 1998 ) Synchronous and asynchronous communication methods are used Four semesters lasting nine months totally (Two courses for each semester) One instructor and two assistants are dealing with each course. At the end of each term, there are face-to-face sessions for each course within the campus Assessments are based on the final examinations, homework, attendance the chat sessions and participation in the discussion lists

Questions What are the students’ perceptions on the online courses which are regarding lecture notes, assessment and evaluation procedures, course resources, instructors and graduated assistants, communication tools, face-to-face instruction, perceived gain.. How the students’ perception of the courses has changed between the semesters?

Participants & Procedure Program Semester # 2Semester # 3Semester # 4 6 th  Online Learning Experience Survey was used  Data collected end of each semester

Findings Semester 2Semester 3Semester 4 NMSDNM NM Lecture Notes Evaluation Procedures Course Resources Instructor and Assistants Communication Tools Format of Instruction Perceived Gain

Conclusion Students’ perception in lecture notes, assessment and evaluation procedures, course resources, instructors and graduated assistants, communication tools, and perceived gain were low, However, student perception was higher in face-to-face of the instruction Perceptions in face-to-face instruction get higher, their perception on lecture notes, assessment and evaluation procedures, course resources, instructors and graduated assistants, and perceived gain get lower