Antecedents and consequences of college students' satisfaction with online learning
- 4 August 2021
- journal article
- research article
- Published by Scientific Journal Publishers Ltd in Social Behavior and Personality: an international journal
- Vol. 49 (8), 1-11
- https://doi.org/10.2224/sbp.10397
Abstract
We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.Keywords
This publication has 17 references indexed in Scilit:
- Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural modelComputers & Education, 2011
- The Impacts of System and Human Factors on Online Learning Systems Use and Learner SatisfactionDecision Sciences Journal of Innovative Education, 2011
- Self-directed Learning and Culture: A Study on Malay Adult LearnersProcedia - Social and Behavioral Sciences, 2010
- Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environmentsComputers & Education, 2010
- Self-regulated learning and self-directed study in a pre-college sampleLearning and Individual Differences, 2010
- The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivationEducational Psychology, 2009
- Investigating the determinants and age and gender differences in the acceptance of mobile learningBritish Journal of Educational Technology, 2008
- ACC/AHA 2007 Guidelines for the Management of Patients With Unstable Angina/Non–ST-Elevation Myocardial Infarction—Executive Summary: A Report of the American College of Cardiology/American Heart Association Task Force on Practice Guidelines (Writing Committee to Revise the 2002 Guidelines for the Management of Patients With Unstable Angina/Non–ST-Elevation Myocardial Infarction) Developed in Collaboration with the American College of Emergency Physicians, the Society for Cardiovascular Angiography and Interventions, and the Society of Thoracic SurgeonsEndorsed by the American Association of Cardiovascular and Pulmonary Rehabilitation and the Society for Academic Emergency MedicineJournal of Invasive Cardiology, 2007
- Classroom Goal Structure, Student Motivation, and Academic AchievementAnnual Review of Psychology, 2006
- Technological and Structural Characteristics, Student Learning and Satisfaction with Web-Based CoursesManagement Learning, 2002