Examining student satisfaction with wholly online learning
Version 2 2024-09-19, 23:44
Version 1 2014-10-28, 08:52
journal contribution
posted on 2024-09-19, 23:44 authored by S Palmer, D HoltExamining student satisfaction with wholly online learning
History
Journal
Journal of computer assisted learningVolume
25Pagination
101-113Location
Hoboken, N..J.Publisher DOI
ISSN
0266-4909eISSN
1365-2729Language
engNotes
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.Publication classification
C1 Refereed article in a scholarly journalCopyright notice
2008, John Wiley & SonsIssue
2Publisher
John Wiley & SonsUsage metrics
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