Rapport, Course Technology, and Self-Regulated Learning as Predictors of Student Satisfaction in an Online Horticulture Program.

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Bibliographic Details
Title:	Rapport, Course Technology, and Self-Regulated Learning as Predictors of Student Satisfaction in an Online Horticulture Program.
Authors:	Estepp, C. M.¹ estepp@uark.edu, Dickson, R. W.², Johnson, D. M.³
Source:	NACTA Journal. Jan-Dec2022, Vol. 66, p9-17. 9p.
Subject Terms:	Online education, Student satisfaction, Student attrition, Learning, Spring
Abstract:	Online courses have proliferated in higher education, which has provided greater opportunities for institutions and students. However, student attrition from online programs has been a perennial problem. One potential solution to help increase retention is to improve student satisfaction. Instructor characteristics, technology, and self-regulated learning are all variables, which could contribute to greater student satisfaction in online courses. However, little research exists regarding these variables within the context of online agriculture programs. Therefore, the purpose of this study was to determine predictors of student satisfaction in the Alliance for Cooperative Course Exchange in the Plant Sciences (ACCEPtS) program, which is an online, multi-institutional, horticulture program. Students enrolled in ACCEPtS courses during spring and fall of 2020 were surveyed to determine their perceptions regarding professor-student rapport, technology, self-regulated learning, and course satisfaction. Results showed that students had favorable perceptions regarding professorstudent rapport and technology, they mostly agreed they used self-regulated learning behaviors, and they were generally satisfied with ACCEPtS courses. Technology and professor-student rapport were significant predictors of student satisfaction; however, rapport was more robust and explained about a quarter of the unique variance in satisfaction. Rapport is an important contributor to student satisfaction in online courses, and instructors should utilize behaviors that contribute to the building of relationships. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Online courses have proliferated in higher education, which has provided greater opportunities for institutions and students. However, student attrition from online programs has been a perennial problem. One potential solution to help increase retention is to improve student satisfaction. Instructor characteristics, technology, and self-regulated learning are all variables, which could contribute to greater student satisfaction in online courses. However, little research exists regarding these variables within the context of online agriculture programs. Therefore, the purpose of this study was to determine predictors of student satisfaction in the Alliance for Cooperative Course Exchange in the Plant Sciences (ACCEPtS) program, which is an online, multi-institutional, horticulture program. Students enrolled in ACCEPtS courses during spring and fall of 2020 were surveyed to determine their perceptions regarding professor-student rapport, technology, self-regulated learning, and course satisfaction. Results showed that students had favorable perceptions regarding professorstudent rapport and technology, they mostly agreed they used self-regulated learning behaviors, and they were generally satisfied with ACCEPtS courses. Technology and professor-student rapport were significant predictors of student satisfaction; however, rapport was more robust and explained about a quarter of the unique variance in satisfaction. Rapport is an important contributor to student satisfaction in online courses, and instructors should utilize behaviors that contribute to the building of relationships. [ABSTRACT FROM AUTHOR]
ISSN:	01494910