AMBIVALENT LEARNER SATISFACTION IN RELATION TO TEACHING, COGNITIVE AND SOCIAL PRESENCE IN DISTANCE EDUCATION
Abstract
The purpose of this mixed-methods study was to investigate learners’ satisfaction and presence levels in five fully online graduate courses in special education that were offered in an eight-week semester, and whether there are any teaching, cognitive and social presence differences among the levels of learner satisfaction. The participants were 97 graduate students enrolled in an online special education program. The qualitative results indicated a multifaceted learner satisfaction profile including mixed or ambivalent satisfaction with different levels of positive and negative aspects. The quantitative analyses, conducted in RStudio, revealed that most of the learners had ambivalent satisfaction, and that only learners with positive satisfaction reported higher teaching, cognitive, and social presence compared to those who had ambivalent and negative ambivalent satisfaction. All these findings indicate that: (a) learner satisfaction in distance education is a complex construct having multiple dimensions; and (b) achieving positive satisfaction in distance education increases teaching, cognitive and social presence levels, which can enhance learning.
Keywords
Ambivalent satisfaction, cognitive presence, social presence, online education, special education, teaching presence
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