Abstract—Due to the flexibility of online learning, it has
grown in popularity over the years. However, online learning
experiences high attrition rates and an increase of
dissatisfaction among students. This dissatisfaction has been
linked to the supports students receive for their learning. The
goal of the current research is to develop a better understanding
of how instructors can provide and facilitate better online
learning support to increase student satisfaction. Five
undergraduate students from a North American online
university were interviewed to explore their perceptions around
the effects of support on their relationship to their studies. Our
research identified four main themes that influenced student
levels of satisfaction which include: instructor service and
support, student attitude, auxiliary support, and course design
and setup. Overall, the findings revealed that the timeliness and
consistent involvement of the instructor had a positive impact
on student satisfaction.
Index Terms—Computer-supported learning, support tools, distance education, student support.
The authors are with the Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada (e-mail: firstname.lastname@example.org, Teresa.email@example.com).
Krystle Phirangee is with Ryerson University, Toronto, ON, Canada (e-mail: firstname.lastname@example.org).
Cite: A. Després-Bedward, T. L. Avery, and K. Phirangee, "Student Perspectives on the Role of the Instructor in Face-to-Face and Online Learning," International Journal of Information and Education Technology vol. 8, no. 10, pp. 706-712, 2018.