student satisfaction, T.A., online learning, interaction, autonomy
With the rapid growth of online learning, there is considerable attention focused on student interaction and satisfaction in online courses. Instructors are instrumental in orchestrating interaction. When interaction is dissected, three distinct functions are identified. Researchers have identified T.A.’s as capable of fulfilling some of these instructor functions. TA’s from Brigham Young University’s online program conduct 3 predetermined checkpoints with each of their students. Checkpoints are used to monitor the progress and to ensure its timely advancement. The purpose of this study is to understand the nature and effectiveness of T.A. - student checkpoint interactions. Specifically, this research seeks to understand how students and T.A.'s perceive the value of these interactions. Findings suggest that students who participate in learning checkpoints find them useful. However, TA’s do not rate learning checkpoints as useful as students. Further research is needed to determine this disparity.
BYU ScholarsArchive Citation
Andrews, C. (2018). Online Learning Checkpoints: Exploring the Role of Mandatory Student and TA Interaction and Perceptions of Satisfaction and Usefulness. Unpublished doctoral project manuscript, Department of Instructional Psychology and Technology, Brigham Young University, Provo, Utah. Retrieved from https://scholarsarchive.byu.edu/ipt_projects/28
David O. McKay School of Education
Instructional Psychology and Technology
Master's Project or PhD Project