Developing and Testing a Model to Understand Relationships between e-Learning Outcomes and Human Factors (original) (raw)

Effects Of Interaction On Students’ Perceived Learning Satisfaction In University Online Education: An Empirical Investigation

2009

This study examined the antecedents and outcomes of interaction in asynchronous online learning courses. The research model was tested by using a Partial Least Squares analysis on the survey data. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. All hypotheses except one in this study were supported. We found that all three factors course structure, self-motivation, and learning styles influenced students’ interaction with the instructor and classmates. Further, there is a positive relationship between interaction and students’ satisfaction. This is in accordance with the findings of the extant literature on student satisfaction we have discussed. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes, but the model failed to support the relationship between interaction and the learning outcomes of e...

Frequency, intensity, and topically in online learning; An exploration of the interaction dimensions that contribute to student satisfaction in online learning

2007

This article analyzes dimensions of interaction that contribute to student satisfaction in Web-supported courses. Researchers examined chat logs and discussion board postings for eight graduate courses in fall 2000 at the Florida State University School of Information Studies, and conducted focus group interviews in spring 2001 with 14 online and local students. Interaction was examined along three dimensions: frequency, intensity and topicality (FIT). Of the eight courses, one received a FIT ranking of high, three received a FIT ranking of low, and four received a FIT ranking of medium. Dimensions of interaction contributing positively toward online learning in master's courses in library and information studies (LIS) were explored to help LIS educators design, develop, and implement online courses that are both more effective in their support of learning and more satisfying to students and instructors. Introduction This article identifies and analyzes the dimensions of intera...

User Expectations and Perceptions of E-Learning Courses: Which Course Components Facilitate E- Learning Satisfaction?

2016

A research study investigating user expectations, achievement, and satisfaction regarding twenty-five e-course components was conducted with 50 participants from 21 e-courses offered during the 2003 summer term at The University of Dayton. Qualitative and quantitative assessments were used to derive perceptions and rankings of course components relevant to facilitating learning, enhancing communication, and facilitating engagement in the e-courses. It may be concluded that a core set of course elements exists, which enables successful achievement and overall satisfaction for online learners.