Enhancing Student Engagement and Satisfaction Through Active Learning in an Online Healthcare Administration Course Redesign
DOI:
https://doi.org/10.65150/EP-gjefm/V2E5/2026-01Keywords:
active learning, course redesign, online learning, student engagement, student satisfactionAbstract
The rapid evolution of telecommunication technology has facilitated the expansion of educational boundaries beyond physical limits. Higher education institutions have incorporated online modality to deliver courses. Since the quality of course design or redesign is a key performance indicator for any higher education institution, it has become increasingly important for academic leaders to ensure high-quality course design that encourages student engagement, student satisfaction, and academic success. This study examined the effectiveness of a redesigned online introductory healthcare administration course that integrated active learning strategies to enhance student engagement, satisfaction, and academic outcomes. Using a mixed-methods research design, quantitative and qualitative data were collected from multiple sources, including in-house student survey, standardized end-of-course survey, Power BI course metrics, instructor observations, and qualitative student comments. Quantitative data were analyzed using descriptive statistics and Analysis of Variance (ANOVA), while thematic analysis was applied to qualitative responses. Findings reveal that students in this revised course reported high levels of satisfaction with the course design and active learning assessments. Instructor flexibility, timely feedback, and clear course instructions were particularly valued. The results suggest that intentional course redesign grounded in active learning principles can improve students' learning experiences and sustain academic persistence in online graduate healthcare administration education.
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