critical factors influencing learner satisfactin

What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction

Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008), Computers & Education, 50, 1183-1202.

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4MT5532-1&_user=854313&_coverDate=05%2F31%2F2008&_rdoc=7&_fmt=high&_orig=browse&_srch=doc-info(%23toc%235956%232008%23999499995%23684711%23FLA%23display%23Volume)&_cdi=5956&_sort=d&_docanchor=&_ct=34&_acct=C000046079&_version=1&_urlVersion=0&_userid=854313&md5=25799f44954db9f6b7e58f87375e8128

Abstract

E-learning is emerging as the new paradigm of modern education. Worldwide, the e-learning market has a growth rate of 35.6%, but failures exist. Little is known about why many users stop their online learning after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with e-Learning. This study developed an integrated model with six dimensions: learners, instructors, courses, technology, design, and environment. A survey was conducted to investigate the critical factors affecting learners’ satisfaction in e-Learning. The results revealed that learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived satisfaction. The results show institutions how to improve learner satisfaction and further strengthen their e-Learning implementation.

Keywords: Learner satisfaction; E-Learning; E-Learning management

Survey items

Using stepwise regression analysis

National Kaohsiung Normal University

collaborative learning, social presence, satisfaction

Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors

So, H.-J., & Brush, T. A. (2008). Computers & Education, 51, 318-336.

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4P8H858-1&_user=854313&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000046079&_version=1&_urlVersion=0&_userid=854313&md5=34f104fbf27abb9ff2ef3200ef089cbd

Student Perception Questionnaire


Theoretical background
- Interaction in distance learning
- Collaborating learning
- Social presence
- Student satisfaction
- Blended llearning

Survey items

Abstract

The purpose of this study was to examine the relationships of the students’ perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three variables and identified critical factors related to them. The participants were 48 graduate students who took a blended-format course in health education and worked on a collaborative group project related to the development of a comprehensive HIV-AIDS prevention plan. Data was collected from the Student Perception Questionnaire and face-to-face interviews. The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction. This means that students who perceived high levels of collaborative learning tended to be more satisfied with their distance course than those who perceived low levels of collaborative learning. Similarly, students with high perceptions of collaborative learning perceived high levels of social presence as well. Surprisingly, the relationship between social presence and overall satisfaction was positive but not statistically significant. Interview data revealed that (a) course structure, (b) emotional support, and (c) communication medium were critical factors associated with student perceptions of collaborative learning, social presence, and satisfaction. Explanations about findings and implications for instructional design are discussed in the conclusion.

Keywords: Blended learning; Collaborative learning; Post-secondary education

Student satisfaction

Online Instruction: Student Satisfaction, Kudos, and Pet Peeves

Walker, C. E., & Kelly E. (2007). The Quarterly Review of Distance Education, 8(4), 309-319.

Online course survey


Full-text paper is on hand.

Can't find on Google scholar and UI database.

Multimedia instruction

Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system

Liaw, S.-S. (2008). Computers & Education, 51, 864-873.

http://portal.acm.org/citation.cfm?id=1374866.1375285


ABSTRACT

Although the benefits of e-learning have been discussed in various previous studies; it is a critical issue of better understanding the reasons why some learners are dissatisfied with the e-learning experience. Therefore, this research investigates learners' satisfaction, behavioral intentions, and the effectiveness of the Blackboard e-learning system. A total of 424 university students were surveyed using a standard questionnaire. The results showed that perceived self-efficacy is a critical factor that influences learners' satisfaction with the Blackboard e-learning system. Perceived usefulness and perceived satisfaction both contribute to the learners' behavioral intention to use the e-learning system. Furthermore, e-learning effectiveness can be influenced by multimedia instruction, interactive learning activities, and e-learning system quality. This research proposes a conceptual model for understanding learners' satisfaction, behavioral intention, and effectiveness of using the e-learning system.

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China Medical University, Taiwan

Finding: Varied multimedia learning content is a crucial for improving e-learning efficacy, performance, and motivation among users.

Student satisfaction and preference

Satisfaction with and Preference for On-line Learning: An Investigation of The Impact of Social and Emotional Learning Strategies


Jessica B. Bowman

Dissertation, The Pennsylvania State University

Focus on: social/emotional learning system instructional strategies, student satisfaction, student preference

DELES survey-2

Perceptions of Satisfaction and Deeper Learning in an Online Course

Wickersham, L. E. & McGee, P, (2008). The Quarterly Review of Distance Education, 9(1), 73-83.


Used DELES questionnaire

Can't find on Google scholar.

DELES survey

Development and Validation of An Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES)

Walker, S. L. & Fraser, B. J. (2005). Learning Environments Research, 8, 289-308.

http://www.springerlink.com/content/y022u5j29666r7xh/

Abstract

The purpose of this study was to develop and validate a new learning environments instrument designed to aid investigators and practitioners in measuring and researching the psychosocial learning environment in post-secondary distance education. Using a three-stage approach, the Distance Education Learning Environments Survey (DELES) was developed, field-tested with 680 distance education students, and then validated. The DELES has 34 items allocated to six scales: (1) Instructor Support; (2) Student Interaction and Collaboration; (3) Personal Relevance; (4) Authentic Learning; (5) Active Learning; and (6) Student Autonomy. An additional scale of Enjoyment was included in this study to explore associations between the psychosocial learning environment and student affective traits. Each learning environment item had a factor loading of at least 0.50 with its own scale, and less than 0.50 with all other scales. The alpha reliability coefficient for each scale ranged from 0.75 to 0.94. Simple correlations between Enjoyment and the DELES scales ranged from 0.12 to 0.31, with the scale of Personal Relevance having the strongest correlation with Enjoyment when all other scales were mutually controlled. The DELES, an online instrument that can be utilized by students at any location, eliminates data transfer errors and does not allow for non-responses, adding to the overall validity of the instrument. The development of DELES relied extensively on literature pertaining to high-quality distance education and expert content validation techniques. It treats distance learning as having a distinct social-psychological climate unlike those found in other post-secondary classroom environments.

Key Words asynchronous learning - DELES - distance education - distance learning - evaluation - psychosocial learning environment

Factors in DELES:

instructor support, student interaction and collaboration, personal releveance, authentic learning, active learning, student autonomy

Student satisfaction survey

The Effect of a Threaded Discussion Component on Student Satisfaction and Performance

Sain, R. & Brigham, T. A. (2003). Journal of Educational Computing Research, 29(4), 419-430.

http://baywood.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,38,152;linkingpublicationresults,1:300321,1


Abstract:

Results from the questionnaire indicate that the traditional class sections reported levels of satisfaction that were significantly higher than those reported by the experimental group. Students in the traditional classes also spent more time on the weekly assignment and wrote significantly more sentences when completing the weekly task than did the classes using the online procedure.

CLSS questionnaire

The collaborative learning, social presence, and satisfaction (CLSS) questionnaire

Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors

So, H. & Brush. T. A. (2008). Computers & Education, 51, 318-336

http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6VCJ-4P8H858-1-5&_cdi=5956&_user=854313&_orig=search&_coverDate=08%2F31%2F2008&_sk=999489998&view=c&wchp=dGLbVlz-zSkWz&md5=c5a1574f78dae6d348ae8a39f5cf10de&ie=/sdarticle.pdf



Another article:

Student Satisfaction with ONline learning: An Expanding Universe (Google scholar)