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Need We Train Online Instructors?: A Cautionary Study of Learning Outcomes and Student Satisfaction in Higher Education
Abstract
In an online setting, it is critical to understand the factors that influence learning outcomes and student satisfaction. Group work or collaborative learning is frequently prescribed as a vital part of online classes. Learning outcomes and student satisfaction in both research and anecdotal evidence show mixed results. A qualitative, multi-case study was undertaken to determine the role of instructor training on student learning outcomes and student satisfaction within the online class using group work. Data were collected via an online survey, personal interviews, and document examination. Analysis of those data revealed that those instructors using group work who had the most training and assistance in the design and facilitation of classes had the highest level of student satisfaction as well as the highest student perception of good learning outcomes. The data show that the amount of instructor training undertaken had a major impact on how students reacted to the classes.
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