Alumni’s Satisfaction and Experiences with an Online Master’s Program

Abstract

This study examined student satisfaction and experiences with online education. With creation of online learning environments in higher education, research has recognized the importance of quality distance education in promoting college students’ academic success and meeting their needs and expectations. However, aspects of online programs that influence students’ professional development and the student-generated recommendations for program improvements remain elusive. A focus group and survey were conducted with alumni, who graduated between the years of 2011 and 2017 from an entirely online master’s program in learning design and technology. Qualitative data analysis yielded four themes: satisfaction with the program; highlights of the program; challenges of the online learning environment; and suggestions for program improvements. Alumni discussed effective and ineffective practices and approaches in the program that enhanced and inhibited their professional development and satisfaction with the program. They also provided practical recommendations for program improvements.