"Online Instruction, E-Learning, and Student Satisfaction: A Three Year Study" is the title of a research study by three professors from Robert Morris University published in the International Review of Research in Open and Distance Learning. The article presents the results of a three-year study of graduate and undergraduate students' level of satisfaction with online instruction at RMU.
Researchers conducted a series of surveys of five hundred and fifty-three students over the course of the study. There were no statistically significant differences in the level of satisfaction based on gender, age, or level of study. Overall, students rated their online instruction as moderately satisfactory, with hybrid or partially online courses rated as somewhat more satisfactory than fully online courses. "Convenience" was the most cited reason for satisfaction. "Lack of interaction" was the most cited reason for dissatisfaction. Preferences for hybrid courses surfaced in the responses to an open-ended question asking what made the experience with online or partially online courses satisfactory or unsatisfactory. This study's findings support the literature to date and reinforce the significance of student satisfaction to student retention.
Discussing the disconnect between convenience and quality in the traditional versus the online environment, the authors quote previous studies that show "the right mix" of traditional instruction and online delivery could address the disparity. With regard to satisfaction with e-learning, they argue that "the right mix" would include the elements inherent in a hybrid model. Put differently, positive interaction with the instructor and with fellow students seems to go hand-in-hand with student satisfaction. Hybrid instruction is one way to foster interaction while providing the element of convenience and the ability to learn at one's own pace.