Converged Classroom Approval Based on Student Satisfaction

Abstract

Successful decision-making for a classroom modality requires knowledge of how students learn, the use of technology in classrooms, and student perception and satisfaction with various content delivery methods. The problem is that growth and diffusion of technology have outpaced knowledge of the utility of investment in a converged multimedia classroom modality. The purpose of this study was to conduct an empirical analysis of the relationship of student satisfaction with a converged classroom that includes factors: (a) real-time access to an instructor; (b) multimedia format types; and (c) flexible enrollment options for online students, on-campus students, or a combined presence