Understanding Critical Distance Learning Issue: Toward a comprehensive model predicting student satisfaction

an article by Stephen K. Callaway (University of Toledo, USA) and Saad M. Alflayyeh (University of Toledo, USA) published in Information Resources Management Journal Volume 24 Issue 4 (2011)

Abstract

Distance education has been the topic of a substantial amount of research. However, prior studies have shown mixed results when trying to determine if a difference exists in student satisfaction between students in distance courses versus traditional courses. Prior empirical studies have been too narrow in scope, and a more comprehensive model is needed to better explain the factors influencing student satisfaction.

Therefore, the current study includes student demographic factors, comprehensive measures of student motivation, and course format, as well as specific course features included, to fully explain student satisfaction. Structural equation modeling is used to test the model. Results indicate a positive association between demographics and motivation, between motivation and course format, between one demographic factor and course format, between course format and preferred features, between course format and satisfaction, and between course features and satisfaction.

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Re-framing information literacy: Problem-based learning as informed learning

an article by Anne R. Diekema and Wendy Holliday (Utah State University, Logan) and Heather Leary (University of Colorado, Boulder) published in Library & Information Science Research Volume 33 Issue 4 (October 2011)

Abstract

This study explores an online information literacy module that uses problem-based learning (PBL). The goal was to enable students to experience information literacy in a richer way, by moving away from a focus on locating information sources to one of information use in the construction of knowledge.

A content analysis of the research journals and reflection papers of students (N = 15) in a distance education school library media administration endorsement program suggests that PBL was an effective approach for some students, but not others. Some students were motivated by working on authentic problems, and at least half the students engaged deeply with information and discovered new questions and angles for research during the process.

These students applied more sophisticated evaluation strategies and were more metacognitive in their thinking, assessing their progress and shifting strategies as they progressed through the module.

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