Student Satisfaction and Effectiveness of Development Communication Online Lectures at the University of Nairobi

Abstract

This study looks at the links between learner autonomy, perceived lecture efficacy, and student satisfaction at the University of Nairobi's online Master of Arts in Communication Studies program during the academic year 2023-2024. Based on Self-Determination Theory and Transactional Distance Theory, the study adopts a quantitative cross-sectional survey design that includes all 65 enrolled students. Data were gathered using the Online Learner Autonomy Scale (OLAS), a modified Students' Evaluation of Educational Quality (SEEQ) questionnaire, and a customised Student Satisfaction Survey. Descriptive results showed moderate levels of learner autonomy (mean = 3.04), perceived lecture effectiveness (mean = 3.15), and student satisfaction (mean = 3.08) on a 5-point Likert scale. Pearson correlation analysis revealed strong positive connections between the three constructs. Multiple regression analysis found that both learner autonomy and perceived lecture effectiveness are significant predictors of student satisfaction, with lecture effectiveness having a higher impact (β = 0.466, p < 0.001) than learner autonomy (β = 0.265, p = 0.011). The regression model explained 43.1% of the variation in student satisfaction (adjusted R² = 0.431). The findings emphasize the crucial role of lecture effectiveness in increasing student happiness in online education, as well as the relevance of encouraging learner autonomy. The study suggests that educators improve instructional quality by using interactive and engaging teaching approaches, as well as promoting learner autonomy through tools that encourage self-directed learning.