Graduate Students’ Satisfaction, Flexibility, and Learning Experiences in an Online Task-Based Course

Abstract

Purpose: This study examined graduate students’ satisfaction, flexibility, and learning experiences in an online task-based course (TBC), integrating its quantitative and qualitative strands so that participants’ accounts could explain the observed pre- to post-test changes. Design & Methodology: An explanatory sequential mixed-method design was employed with 44 graduate students in a postgraduate programme at a state university. Quantitative data came from a distance education satisfaction scale and a flexibility scale, and qualitative data from a semi-structured form of 11 open-ended questions. Analyses used the Wilcoxon Signed-Rank Test, the Mann–Whitney U test, the Kruskal–Wallis H test (α = .05), and content analysis. Findings: Satisfaction (Z = −2.78, p = .005, r = .42, 95% CI [.14, .64]) and flexibility (Z = −3.11, p = .002, r = .47, 95% CI [.20, .67]) increased significantly from pre-test to post-test, with medium effect sizes. Satisfaction differed by technology use proficiency (H(2) = 6.06, p = .048, ε² = .10), whereas gender and prior distance education experience did not. Implications & Suggestions: Online task-based courses may enhance satisfaction and flexibility at the graduate level. Technology orientation, collaborative tasks strengthening social interaction, and time-management support are recommended; the subgroup findings require replication with larger samples.