Faculty Actions that Result in Student Satisfaction in Online Courses

Lana C. Jackson
Stephanie J. Jones
Roy C. Rodriguez


This study identified faculty actions which positively influenced student satisfaction in the online classroom at the community college level. The escalating demand for Internet-based, distance education courses has been met by an increased inventory of them. However, while online education has been in existence for over a decade, standardized practices in the online classroom have not been fully identified, developed, and implemented. Data was collected from student evaluations of two web-based courses at two Texas community colleges. Descriptive statistics, bivariate correlations and multiple regressions were used to identify faculty behaviors which affected the satisfaction of students enrolled in these courses. The results of the study indicated that faculty actions within online courses appeared to impact student satisfaction. The identification of faculty actions which impact student satisfaction in online courses will greatly assist colleges and universities in strengthening their abilities to provide quality online experiences for their students.


Online Learning, Faculty, Student Satisfaction, Distance Education, Faculty Behaviors, Asynchronous, Learning Environments, Faculty Interactions


In order to assess if/how faculty behaviors influenced student satisfaction, this study quantitatively examined student evaluations from two online courses at two Texas community colleges in the Fall of 2006. Overall results indicate that online teacher actions do influence student satisfaction in online courses. In college 1, correlations were found between student satisfaction and the accessibility of instructor, clear expectations, perceived enthusiasm of instructor and course climate. In college 2, a moderate correlation was found between online activities and value of the course. Across both colleges, high ratings for instructor timeliness and accessibility correlated with higher student satisfaction.

APA Citation

Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty actions that result in student satisfaction in online courses. Journal of Asynchronous Learning Networks, 14, 78-96.

About the Study

Links to Article https://scholar.google.com/scholar?hl=en&as_sdt=0%2C50&q=Jackson%2C+L.+C.%2C+Jones%2C+S.+J.%2C+%26+Rodriguez%2C+R.+C.+%282010%29.+Faculty+actions+that+result+in+student+satisfaction+in+online+courses.+Journal+of+Asynchronous+Learning+Networks%2C+14%2C+78-96.&btnG=
Mode Technology-enhanced
Publication Type Journal Article
In Publication Journal of Asynchronous Learning Networks
Type of Research Quantitative
Research Design Text analysis
Intervention/Areas of Study Course and program evaluation
Level of Analysis Student-level
Specific Populations Examined Undergraduates
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest 2-year institution
Specific Course or Program Characteristics
Outcome Variables of Interest Instructional effectiveness, Satisfaction
Student Sample Size 500 +
Citing Articles https://scholar.google.com/scholar?cites=4859570685130920644&as_sdt=5,50&sciodt=0,50&hl=en