The Effects Of Learning Strategies On Student Interaction And Student Satisfaction

Open Access
Bailey, Keith D
Graduate Program:
Workforce Education and Development
Doctor of Philosophy
Document Type:
Date of Defense:
February 12, 2002
Committee Members:
  • William J Rothwell, Committee Member
  • Judith Ann Kolb, Committee Member
  • David Lynn Passmore, Committee Chair
  • James B Thomas, Committee Member
  • Student Satisfaction
  • Student-to-teacher Interaction
  • Student-to-student Interaction
  • Learning Environments
  • Learning Strategies
  • Blended Learning
  • Hybrid Learning
This study investigated the effects two learning strategies have on student-to-student interaction, student-to-teacher interaction, and student satisfaction. The participants of the study were 84 Pennsylvania State University students taking an Online IST 110 course, An Introduction to Information Sciences and Technology. Each of two sections completed one of two learning strategies used to complete the course Discussion Activities for two weeks. Upon completion of the two weeks of Discussion Activities, each of the participants completed an online survey designed to measure the student’s perception of student-to-student interaction, student-to-teacher interaction, and student satisfaction. The findings suggest that a student’s perception of student-to-student and student-to-teacher interaction may impact the level of student satisfaction. There is no difference in the level of student satisfaction between the two learning strategies. A blended learning strategy may be used to help increase a student’s perception of student-to-teacher interaction. However, other learning strategies need to be explored in an attempt to increase the level of student-to-student interaction while completing course Discussion Activities. Implications from the findings and areas for future research are included.