Date of Award

Winter 2000

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum, Instruction, and Leadership

First Advisor

Fran Holman

Abstract

This study used subjects participating in courses offered via the statewide Louisiana Compressed Video Network for the purpose of analyzing the relationship between student perception of interaction and student satisfaction. A correlation analysis was used to determine the relationship between student perception of interaction (sixteen interaction directionalities) and student course satisfaction (including instructional, technical, and overall satisfaction). Data were collected using the Compressed Video Student Perception of Interaction Scale and the Compressed Video Course Student Satisfaction Scale. The nine correlations used to answer the nine research questions resulted in a considerable number of significant correlations. The data generally indicated that there is a relationship between student perception of interaction and student satisfaction with the overall, instructional, and technical aspects of a compressed video course. The findings included the following: (1) There is a relationship between student perception of interaction and student satisfaction with the instructional aspects of a compressed video course. (2) There is a relationship between student perception of interaction and student satisfaction with the technical aspects of a compressed video course. (3) Both local and remote compressed video students indicated a set of needs to achieve satisfaction with the instructional aspects of a compressed video course. Those needs include encouragement to participate in class, inclusion in the class group, and access to the instructor outside class. Practical implications for instructors and administrators in compressed video settings are also presented.

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