Date of Conferral
7-7-2026
Date of Award
July 2026
Degree
Ph.D.
School
Education
Advisor
Amy Adcock
Abstract
The problem that was addressed through this study is the gap in literature on first-year college students’ perceptions of engagement and satisfaction in online courses. Grounded in the framework of Astin’s student involvement theory and Cotton et al., happy productive theory, the purpose of this basic qualitative study was to explore first-year college students’ perceptions of their engagement and satisfaction in online courses. Semistructured interviews with eight first-year online college students throughout the U.S. were conducted. Through thematic analysis, the following four themes emerged: First-year online college students noted that their (1) engagement skills and study habits, when used consistently, led to increased engagement and satisfaction as well as to overcome overcoming challenges; (2) feelings of stress, isolation, and frustration, , led to increased isolation, procrastination, and disengagement; (3) satisfaction and engagement increased when the instructor provided a positive, interactive, clear, and personalized community in the online class; and (4) engagement and satisfaction increased with more choices, more interaction, and more flexibility. Results from this study articulated that engagement and satisfaction were both vital in how students approach challenges and stress in school. Understanding and enhancing student satisfaction and engagement could lead to positive social change by reducing challenges and stress for first-year college students, which in turn might improve completion and retention rates.
Recommended Citation
Mathews, Ryan Ann, "First Year College Students’ Perceptions of Their Engagement Skills and Satisfaction in Online Courses" (2026). Walden Dissertations and Doctoral Studies. 20360.
https://scholarworks.waldenu.edu/dissertations/20360
