1. Analyzing student
satisfaction with
instructional
technology techniques
Matthew H. Roy and
Eliot Elfner
Introduction
Globalization has been recognized as a
leading cause of the changing nature of
business (Dugal and Roy, 2002). A primary
force driving the globalization process has
been gains in technology and most recently
information technology. Consequently, the
effective use of information technology has
become an important source of competitive
advantage in virtually all industries (Hitt et al.,
1997; Little, 2001). Although we live in the
``information age'' and information is
recognized as an important outcome of
education, very few instructors would be
satisfied to regard this as the primary and sole
outcome of instruction. What we need to
impart are generalized techniques for dealing
with new problems or new materials
(Mitchell, 1999). Thus, it is expected that
when individuals encounter a new problem
they will think critically in the development of
a solution based on previous experience and
contextual nuances.
The rate of technological diffusion across
industries is increasing geometrically and has
even been coined ``perpetual innovation'' (Hitt
et al., 1997). The pain of producing a product
that is obsolete before it comes to market is felt
both internally (morale) and externally
(financial hardship). The pain in educating a
student or training an employee with materials
and methods that are obsolete is so
excruciating that most of us do not like to think
about it. In the age of perpetual innovation,
learning organizations, virtual corporations,
leaderless groups, and the chaos that surrounds
all this, many employers are telling institutions
of higher education that their products (our
graduates) are obsolete. The message from
them is that they need independent learners
and thinkers (Dufficy, 2001); people who can
make sense of confusing situations, deal with
ambiguity, and wade through an endless source
of information in the development and
articulation of a vision (Pietrykowski, 2001).
The question explored in this paper is whether
or not emerging electronic means of instruction
contribute to the learning environment.
Literature review
Numerous authors hypothesize that
instructional technology (IT) can foster
learning and enhance instructional
The authors
Matthew H. Roy is Assistant Professor, University of
Massachusetts-Dartmouth, North Dartmouth,
Massachusetts, USA.
Eliot Elfner is Professor, St Norbert College, DePere,
Wisconsin, USA.
Keywords
Instructions, Instructors, Technology, Students, Interaction
Abstract
Corporate universities, higher educational institutions,
and training professionals have been using instructional
technology (IT) tools and techniques for years. Institutions
spend heavily to constantly update their instructional
resources, computer labs, and library holdings.
Unfortunately, most institutions have not studied the
effectiveness of these investments in terms of student
satisfaction or learning outcomes. This empirical analysis
of 215 student responses provides some insights into the
effectiveness of various IT tools and techniques. The
findings show that some tools are more effective than
others in achieving student satisfaction and positive
behavioral outcomes. This study may be useful as a
pedagogical tool for instructors planning learning
ventures or to justify technological expenditures at the
administrative level.
Electronic access
The research register for this journal is available at
http://www.emeraldinsight.com/researchregisters
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272
Industrial and Commercial Training
Volume 34 . Number 7 . 2002 . pp. 272±277
# MCB UP Limited . ISSN 0019-7858
DOI 10.1108/00197850210447273

2. effectiveness. More specifically, IT is
supposed to aid in: providing more timely
feedback, allowing for individualized pace
and focus of learning, incorporating
interactive exercises, facilitating cooperative
learning, overcoming the limits of time and
space by providing for asynchronous
opportunities for students, providing access to
up-to-date information, and allowing for drill
and practice (Fraser and Deane, 1999;
Pailing, 2002; Sell, 1997; Vockell and Brown,
1992). Koehler (1998) warns that some uses
of IT are merely technological replacements
for the standard mode of lecture delivery, and
may be primarily effective in the lower level
learning domains. E-learning should
complement not replace traditional training
methods (Pailing, 2002). White and Myers
(2001) discuss the centrality of the faculty's
role in determining implementational issues.
DeCaro and Seaton (1997) found that IT
could increase the amount of interaction
between students and between students and
faculty. Frost and Strauss (1997) discuss
many potential benefits of integrating IT into
the classroom. These include increased
quality of information, collaboration,
presentation, and organization. However,
they provide only anecdotal evidence to
support this claim. Farrell (2000) states that
despite the widespread increases in IT means,
most professors still teach using lecture as the
central means of instruction. Amadio (1997)
discusses the results of a case study using
Intranet to improve student projects. He cites
advantages that include familiarity with the
Web as a research tool, and public displays
that motivate quality performance. Earlier
Ehman and Glenn (1991) concluded that the
impact of computers on student learning has
not been adequately researched. Likewise, in
discussing the use of IT in the social sciences,
Berson (1996) asserts that the ``Assessment of
the efficiency and effectiveness of computer
technology in social studies remains in its
infancy with a limited research base.''
Students and instructors have been able to
tap the resources of IT for some time.
Generally efforts in using IT have required
considerable planning on the part of
instructors in preparing and polishing their
pedagogies (Gunasekaran et al., 2002).
Students, likewise, have had to become
familiar with new ways of responding to
classroom activities and course assignments.
This dictates the need to demonstrate positive
outcomes to justify the elaborate efforts of
preparing IT to augment traditional
classroom pedagogies. It becomes painfully
obvious that there is not much research to
support claims that IT improves learning.
Most research to date is limited in its
generalizability because researchers have
focused on in-depth semester-long case
studies. Empirical evidence which will
support or refute the claims made by previous
researchers is much needed. This research
seeks to provide a statistical test of the
relationship between IT and student
satisfaction. Further, we explore the
relationship between various IT tools and
learning outcomes.
Research design and methodology
Instructors and students may use many
different media in an effort to communicate
clearly with one another. Therefore, IT could
be broadly defined to include everything from
chalk and board to expert systems and neural
networks. Different disciplines regularly use
different technologies, like the DVD in film
studies or the graphing calculator in
mathematics. Van Dusen and Worthen (1995),
in the context of computer-based integrated
learning systems, include word processing,
spreadsheets, mathematical graphing
programs, encyclopedias and thesauruses as
examples of IT tools used in the educational
process. In an effort to focus this study, we
define instructional technology in a limited
sense. IT is defined as ``commonly used''
computer assisted learning tools to augment
the traditional learning environment. The
authors informally surveyed colleagues, and
reviewed relevant journals, to determine what
was ``commonly used.'' For the purpose of this
study, we include the following IT learning
aids: presentation slide software, e-mail and
discussion lists, word processing applications,
World Wide Web search engines, online library
catalogs, and Web page development
applications.
Research questions
The central research question addressed in
this study is the relationship of the different
kinds and differing degrees of IT used, to the
degree of satisfaction reported by students.
We also look at the impact of the several IT
techniques on student judgements about how
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Analyzing student satisfaction
Matthew H. Roy and Eliot Elfner
Industrial and Commercial Training
Volume 34 . Number 7 . 2002 . 272±277

3. well they enhanced desired classroom
behaviors. For instance, we are interested in
how students perceive the use of IT as it
relates to student-to-student interaction, and
to student-to-instructor interaction. We also
test the degree to which students perceive an
increase of information available, an increase
in quality of instruction and in student
presentations, and increased course
organization as a result of the use of IT in the
classroom.
Sample
A sample of 215 participants reported their
satisfaction with various IT tools used in
augmenting classroom pedagogies.
Respondents were enrolled in four different
undergraduate business classes over three
consecutive semesters at a small liberal arts
college in the USA. All of the 215 students,
who were enrolled in either foundations of
management, operations management, systems
projects, or seminar in business policy, agreed
to participate, a 100 percent response rate.
Respondents were asked to take part in a
survey of instructional technology and to
indicate their satisfaction with the various IT
approaches. They were given class time to
complete the survey and most were able to
accomplish this task in 15 minutes.
The sample was male dominated with 68
percent of the respondents being male and 32
percent being female. Nearly all (98.6
percent) of the subjects ranged in age from 19
to 26 years old. Most of the subjects were
general business majors (75 percent). There
were also majors in computer information
systems (12 percent), accounting (3 percent),
communications (3 percent), and
international business (4 percent). The
remainder of the participants (3 percent) are
from a variety of backgrounds. Most
respondents (89 percent) describe their
computer knowledge as being ``intermediate,''
49 percent own their own computer, and 79
percent work during the semester. The
sample consisted of 67 percent seniors, 14
percent juniors, 17 percent sophomores, and
2 percent freshmen.
Results
In rating their level of satisfaction with various
IT techniques, respondents chose from a
seven-point scale ranging from 1 = ``very
unsatisfied'' to 7 = ``very satisfied.'' Figure 1
illustrates that respondents rated the use of
computers to search the library holdings
slightly negatively.
Two other tools were rated close to neutral,
the creation of Web pages and the use of the
Library Link to literature searches,
EBSCOHOST. Alternatively, searching the
Web, word processing, and e-mail were
viewed quite positively.
Table I presents a summary of the
significant correlations between respondents'
estimates of the frequency and the amount of
time they use e-mail for differing purposes,
the frequency and the amount of time they
use word processing, and the amount of time
they spend conducting Web searches (i.e.
browsing), and two measures of their
satisfaction ± their rating of their enjoyment of
the use of technology in the classroom and
their satisfaction with classes in general. Once
again we find both the number of times and
the amount of time spent e-mailing family and
friends positively correlates with the
satisfaction measures. Likewise the time
spent, and the number of times one engages
in word processing seems to be positively
related to the satisfaction measures. The time
one spends in Web searching also is positively
related to general satisfaction with classes.
The only negative relationship is between
time spent e-mailing professors and the
respondents' enjoyment of using IT.
Regarding the instructor's use of IT in the
classroom, none of the IT techniques were
significantly related to the respondents'
satisfaction measures.
Respondents were also asked to rate the
degree to which the use of IT has increased
several classroom behaviors that are
traditionally associated with increased
learning. Students were asked to judge the
degree to which the use of IT had increased a
number of items on a five-point scale, where
1 = ``not at all'' and 5 = ``a great deal.''
Figure 2 demonstrates that all of the
behaviors were positively affected by the use
of IT. More importantly, two items stood
above the others. Students felt that the
amount of information available was
increased more than any of the other activities
(4.70 on the five-point scale). They also
reported an increase in the quality of student
presentations (4.49 on the five-point scale).
All of the other items were grouped between
3.69 and 3.90 on the five-point scale.
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Matthew H. Roy and Eliot Elfner
Industrial and Commercial Training
Volume 34 . Number 7 . 2002 . 272±277

4. The amount of interaction with students,
interaction with faculty, and the degree of
course flexibility, are all positively related to
the time and frequency students spend with
e-mail. Respondents also report increased
interaction with faculty resulting from
e-mailing group members and e-mailing
faculty members. Time spent word processing
and the frequency of word processing also
contribute to increased student interaction
with faculty. The frequency of word
processing is also positively related to
increased availability of information. Time
and frequency of using the library online
catalog are both positively related to increased
course flexibility and greater collaboration in
class. The frequency of using the library
online catalog is also positively related to the
increased amount of information available.
Contrary to expectations (in italics in Table
II) is the negative relationship between time
spent in Web searches and respondents'
perception of information availability.
According to this finding, the more students
Figure 1 Satisfaction with IT techniques
Figure 2 Rating the degree IT increased classroom behaviors
Table I Selected IT techniques related to satisfaction measures
IT technique Enjoy using IT Satisfied with classes
r p r p
Time spent e-mailing family/friends 0.203 0.01
Frequency e-mailing family/friends 0.189 0.01
Time spent e-mailing professors ±0.278 0.05
Time spent word processing 0.151 0.05
Frequency word processing 0.209 0.01
Time spent in Web searching (browsing) 0.176 0.05
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Matthew H. Roy and Eliot Elfner
Industrial and Commercial Training
Volume 34 . Number 7 . 2002 . 272±277

5. spend time in Web searches, the less
information they have available. Perhaps this
reflects an undirected browsing behavior
rather than focused searches. An alternative
interpretation of this result is that students
perceive a direct cause-effect relationship.
Mainly, that lack of information availability
led to longer search times.
Conclusions
Globalization has led many business entities
to change the way they do business. For
some, this has meant the use of more
technology to streamline production, reduce
cost, or increase customer satisfaction. For
others, changes have come more in line with
``traditional approaches'' to customer
satisfaction, like individualized attention or
human interaction. In making these decisions
businesses often assess the efficiency and
effectiveness of various technological
investments. Corporate universities and
higher educational institutions have been
using IT tools and techniques for some time.
In fact, institutions are spending millions
annually to update their instructional
resources, computer labs and library holdings.
Unfortunately, most institutions have not
studied the effectiveness of these investments
in terms of student satisfaction or learning
outcomes. This paper has attempted to
provide some insights into the effectiveness of
various IT tools and techniques. It may be
useful as a pedagogical tool for instructors
planning learning ventures or to justify
technological expenditures at the
administrative level. Minimally, we validate
prior research that shows that IT can help
increase student satisfaction and learning
outcomes.
More specifically, there is a clear
relationship between e-mail usage and
student satisfaction and desired outcomes.
This finding helps to justify expenditures on
larger servers, or computer hook-ups in
dormitories, etc. Instructors should also
consider this when designing courses.
Maximizing the use of e-mail and discussion
lists leads to greater student/student
interaction, student/professor interaction, and
satisfaction with the educational experience.
To a lesser degree, the same can be said for
word processing applications. Clearly
students are able to experience greater
satisfaction through the augmentation of
classroom pedagogy with various IT
techniques. Instructors may wish to consider
using e-mail in an intentional fashion when
preparing their course syllabi and classroom
lesson plans. Writing assignments that require
formal output prepared with word processing
IT techniques also contributes positively to
student experiences in the classroom.
Five different classroom behaviors were
related to the use of IT techniques. Once
again e-mail was positively related to several
behaviors. The frequency of e-mailing group
members contributes to the perception of
increased information availability and more
collaboration in class. Once again word
processing contributes positively to the
perception of increased behaviors, specifically
with student-faculty interaction and
information availability. Using the library
search process is also positively related to
course flexibility, information availability, and
collaboration in class. Apparently time spent
in Web searches is not well focused, and
perceived negatively as far as information
Table II Selected IT techniques related to increased learning behaviors
Interaction w/
students
Interaction w/
faculty Course flexibility
Information
available
Collaboration in
class
IT technique r p r p r p r p r p
Time spent e-mailing family/friends 0.166 0.05 0.271 0.001 0.210 0.01 0.175 0.05
Frequency e-mailing family/friends 0.200 0.01 0.147 0.05 0.185 0.01
Frequency e-mailing group members 0.155 0.05 0.147 0.05 0.143 0.05
Frequency e-mailing professors 0.194 0.01
Time spent word processing 0.154 0.05
Frequency word processing 0.176 0.01 0.146 0.05
Time spent using library catalog 0.171 0.05 0.214 0.05
Frequency using library catalog 0.152 0.05 0.148 0.05 0.174 0.05
Time spent in Web searches ± browsing ±0.151 0.05
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6. availability is concerned. While students enjoy
Web searching and feel it enhances classroom
activities, they do not seem to be able to
derive the benefit of increased information
available to them through this medium.
Perhaps instructors who wish to employ
various IT techniques to augment the
classroom should provide specific
assignments directing students in the proper
way of focusing a search on the Web when
preparing lesson plans. In any case, the wide-
spread ability of instructors and students to
employ various IT techniques provides both
instructors and students an opportunity to
augment the traditional classroom in a
positive manner. A focused and carefully
designed set of classroom experiences using
various IT techniques will likely promote
several desirable learning behaviors and
increase student satisfaction.
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Analyzing student satisfaction
Matthew H. Roy and Eliot Elfner
Industrial and Commercial Training
Volume 34 . Number 7 . 2002 . 272±277