Claims

Positive interaction with classmates and instructor determined e-learning satisfaction in a reviewed three-year study

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The review reports, citing Cole et al. (2014), that positive interaction with classmates and the instructor was a determinant of satisfaction, with convenience the top satisfaction reason and lack of interaction the top dissatisfaction reason. → Rodrigues 2019

Evidence

Rodrigues 2019

Rodrigues, H., Almeida, F., Figueiredo, V. & Lopes, S. L. (2019). Tracking e-learning through published papers: a systematic review. Computers and Education. 136, 87-98. https://doi.org/10.1016/j.compedu.2019.03.007

q2 · i? · review · r2

The review attributes this to Cole et al. (2014), a three-year longitudinal study of graduate and undergraduate students' satisfaction with online instruction. The review reports interaction as "a determinant of satisfaction with e-learning". No effect size is printed.

"Their results show that positive interaction with classmates and with the instructor was a determinant of satisfaction with e-learning. The reason given most frequently for students' satisfaction was "con-"

Discussion

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