Effects of Feedback from Learner Engagement and Learner Satisfaction on the Instructional Design of Online and Hybrid Courses at the Community College Level

• Main Author: Sullivan Ford, Deborah D.
• Language: EN
• Published: Trident University International 2018
• Subjects: Community college education|Instructional design|Educational technology|Higher education
• Online Access: http://pqdtopen.proquest.com/#viewpdf?dispub=10934160

<p> The purpose of this study is to evaluate the effects of incorporating feedback from learner engagement and learner satisfaction into the instructional design of online and hybrid courses at the community college level. Kolb&rsquo;s Experiential Learning Theory and experiential learning cycle provided the theoretical framework. This mixed methodology study explores whether significant relationships exist between instructor assessments/feedback, learner engagement and learner satisfaction in the online and hybrid learning environments based on the quality of instructional design. A convenience sample of 62 students enrolled in nine online and hybrid courses at a Southern California community was used. Descriptive statistics, linear multiple regression, independent samples <i>t</i>-test, path analysis, and ANCOVA using a general linear model were used for quantitative statistical analysis. Findings reveal no statistically significant difference in learner engagement and satisfaction between groups, and no statistical significance between groups for learner engagement or learner satisfaction when controlling for feedback. A statistically significant causal relationship existed between instructor feedback and learner engagement. Emergent themes from qualitative data analysis revealed influencers of learner engagement include instructor presence, student-led instruction, ease of use, learning style and instructional design, and influencers of learner satisfaction include instructor presence, student-led instruction, sense of community, ease of use, and instructional design. The significance of this research adds a new avenue of empirical inquiry into the quality of student-centered instructional design of online and hybrid courses and the effects on learner engagement and learner satisfaction at the community college level.</p><p>