Online Nursing Student Satisfaction with Addition of Audio Visual Feedback

Barbara Berg (Regis University, US)
Session Information
November 10, 2011 - 4:30pm
Learning Effectiveness
Areas of Special Interest: 
Research Study
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Poster Session
Southern Hemisphere I-III

This project investigated satisfaction with instructor-student interaction with addition of audio-visual feedback in a graduate online nursing course. Twenty-eight students completed online surveys. The anchor question identifying current levels of satisfaction with course interaction revealed significant differences in means and unsolicited emails. Course evaluations indicated appreciation of audio-visual feedback

Extended Abstract

The goal is to present a clear path of problem identification through implementation, analysis, and implications for use in online learning through a poster presentation as briefly described below.


Sitzman & Leners (2006) observed that students in the face-to-face classroom environment were able to use voice, body language, and facial expressions of the instructor to add to the feedback experience as part of their learning. Online experiences were usually conducted in a text only environment and lacked those cues.


Knight (2007) demonstrated that academic achievement in online classes was equal to that of campus-based classes. However, Hauk (2006) observed that general satisfaction was rated lower by distance students. Feelings of isolation and lack of human contact were themes that emerged in the study by Hyde & Murray (2005) describing the online educational experience. Hannon et al.(2002 ) reported that online students felt that a lack of interaction and feedback were significant issues. Interaction via feedback was identified as a critical component to successful e-learning by Boehler et al.(2006).


This project investigated student satisfaction with instructor-student interaction with the addition of audio-visual instructor feedback in a graduate online nursing practicum course. The goal of the project was to successfully implement an audio-visual feedback intervention in response to submitted Practicum Journal entries and to measure online student satisfaction on the Sherry, Fulford, and Zhang Interaction Instrument (1998) with this additional intervention.


Twenty-eight students completed both the pre-intervention and post-intervention online surveys. Statistically significant mean scores were not discovered between the pre-intervention survey and the post-intervention survey for the 14 Interaction Instrument question responses. However, the anchor question that identified the students' current level of satisfaction with interaction in the online graduate nursing courses revealed a statistically significant difference in means from the pre-intervention survey to the post-intervention survey responses (p-value = .015). Furthermore, 44 unsolicited email and course evaluation positive responses to the addition of audio-visual feedback received by the course faculty indicated appreciation of inclusion of the audio-visual feedback in the course.