Abstract
<p>This paper is intended to investigate the degree to which interaction and other predictors contribute to student satisfaction in online learning settings. This was a preliminary study towards a dissertation work which involved the establishment of interaction and satisfaction scales through a content validity survey. Regression analysis was performed to determine the contribution of predictor variables to student satisfaction. The effects of student background variables on predictors were explored. The results showed that learner-instructor interaction, learner-content interaction, and Internet self-efficacy were good predictors of student satisfaction while interactions among students and self-regulated learning did not contribute to student satisfaction. Learner-content interaction explained the largest unique variance in student satisfaction. Additionally, gender, class level, and time spent online per week seemed to have influence on learner-learner interaction, Internet self-efficacy, and self-regulation.</p>
Highlights
Academic leaders in the United States indicated that online learning is critical to the long-term growth of their institutions, reporting that the increase in demand for online courses or programs is greater than that for face-to-face courses
Online learners who are unable to regulate learning efficiently are unlikely to be satisfied (Artino, 2007; Puzziferro, 2008) This study investigated factors (i.e., Interaction, Internet self-efficacy, self-regulation) associated with student satisfaction in fully online learning settings
All three types of interaction were significantly correlated with student satisfaction
Summary
Academic leaders in the United States indicated that online learning is critical to the long-term growth of their institutions, reporting that the increase in demand for online courses or programs is greater than that for face-to-face courses. It is worthwhile to investigate student satisfaction in online settings because new technologies have altered the way that students interact with instructors and classmates (Kaminski, Switzer, & Gloeckner, 2009). The quality of interaction in online settings may depend to a large extent on the technology tools utilized during learning (Parsad & Lewis, 2008). As opposed to face-to-face instruction, the nature of online learning demands greater responsibility on the part of learners (Moore & Kearsley, 1996). Online learners who are unable to regulate learning efficiently are unlikely to be satisfied (Artino, 2007; Puzziferro, 2008) This study investigated factors (i.e., Interaction, Internet self-efficacy, self-regulation) associated with student satisfaction in fully online learning settings
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
