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

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Title: Rapport, Course Technology, and Self-Regulated Learning as Predictors of Student Satisfaction in an Online Horticulture Program
Language: English
Authors: C.M. Estepp, R. W. Dickson, D. M. Johnson
Source: NACTA Journal. 2022 66:9-17.
Availability: North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Horticulture, Electronic Learning, Online Courses, Student Satisfaction, Technology Integration, Teacher Characteristics, Teacher Student Relationship, Self Management, Agricultural Education
Geographic Terms: Louisiana, Mississippi, Arkansas, Oklahoma
ISSN: 0149-4910
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 professor-student 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458257
Database: ERIC
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  Data: Rapport, Course Technology, and Self-Regulated Learning as Predictors of Student Satisfaction in an Online Horticulture Program
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  Data: North American Colleges and Teachers of Agriculture. 1014 6th Avenue, Huntington, WV 25701. Tel: 208-957-7001; e-mail: support@nacta.org; Web site: https://nactateachers.org/
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  Data: 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 professor-student 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.
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Horticulture
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Technology Integration
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      – SubjectFull: Self Management
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