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Examining student satisfaction with wholly online learning
Open accessAbstract
Learner satisfaction has been shown to be positively correlated with quality of learning outcomes. An understanding of the factors that influence student satisfaction with online learning in a particular context can be used as an input to the appropriate design of learning environments, and for the provision of targeted support to students, with an aim to positively influence the student online learning experience. Following the mandatory inclusion of at least one wholly online unit of study in all undergraduate programs at Deakin University, a large ‘experiences of learning online’ (ELO) survey was undertaken to gauge students’ perceptions of studying in the wholly online mode. A multivariate linear regression of all the questionnaire items was performed against an overall satisfaction item. Five items were found to significantly contribute to a model that explained approximately 70% of reported student satisfaction. Factors that were found to positively influence student satisfaction with studying a wholly online unit primarily related to how confident they felt about their ability to communicate and learn online, having a clear understanding of what was required to succeed in the unit and how well they thought they were performing in the unit. Other results are also reported.
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Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008) · Computers & Education · doi:10.1016/j.compedu.2006.11.007 · Cited by 2,726
Cited by
E-learning, M-learning and D-learning: Conceptual definition and comparative analysis
Kumar Basak, S., Wotto, M., & Bélanger, P. (2018) · E-Learning and Digital Media · doi:10.1177/2042753018785180 · Cited by 658
Online instruction, e-learning, and student satisfaction: A three year study
Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v15i6.1748 · Cited by 395
Cheng, G., & Chau, J. (2016) · British Journal of Educational Technology · doi:10.1111/bjet.12243 · Cited by 274
She, L., Ma, L., Jan, A., Sharif Nia, H., & Rahmatpour, P. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.743936 · Cited by 170
Landrum, B. (2020) · Online Learning · doi:10.24059/olj.v24i3.2066 · Cited by 168
Metadata
- Authors
- Palmer, S. R., & Holt, D. M.
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2009-03-09
- Volume
- 25
- Issue
- 2
- Pages
- 101-113
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W1962253820
- Cited by
- 225
- References
- 1
- FWCI
- 30.05
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
