The effects of online course format and three components of student perceived interactions on overall course satisfaction

The purpose of this correlational study was to examine the relationship of course meeting format and student perception of the interaction variables of learner-learner interaction, learner-instructor interaction, and learner-content interaction, with student satisfaction in online and hybrid courses at the community college. A standardized web-based student satisfaction survey was administered to students enrolled in online or hybrid courses at a mid-size community college to assess the relationship between course meeting format, student perceptions of student interaction, and overall satisfaction. Data was analyzed using bivariate correlational analyses and multiple regression analyses. The independent predictor variables were course meeting format and student perceptions of interactions, including student-student interaction, student-instructor interaction, and student-content interaction, as measured by the Strachota Online Satisfaction Survey. The dependent criterion variable was course satisfaction, as measured by the Strachota Online Satisfaction Survey. Findings suggest that course format is not a significant contributor to overall student satisfaction with their course. From the remaining variables of student-student interaction, student-instructor interaction, and student-content interaction, a predictive model of student satisfaction was created and cross-validated.