Abstract
This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.
Highlights
The COVID-19 pandemic has created significant challenges for global higher education communities and forced them to initiate online teaching and learning
Based on the review of relevant literature, this study investigates the structural relationship between four key factors such as the course structure, student–student interaction, instructor presence, student engagement, and two dependent variables such as student satisfaction and academic achievement in asynchronous online courses
This indicates that the assumption for the multivariate normal distribution of data is satisfied with the proposed structural equation model [42,43]
Summary
The COVID-19 pandemic has created significant challenges for global higher education communities and forced them to initiate online teaching and learning. Several researchers have suggested instructional strategies to improve the quality of online courses, which identify the possible factors associated with learning outcomes such as student satisfaction, perceived learning outcomes, and academic achievement [3,4,5,6,7,8]. They are still controversial because multiple factors are related to the learning process, and there is little consensus on the nature and number of the dimensions that measure the learning experience precisely [4]
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