Abstract
This quantitative study examines linkages from online student perceptions of privacy in the satisfaction puzzle across 5 university administrative/student touch-points. The importance of categorizing the quality dimensions of online learning is paramount as learners are exposed to multiple quality touch-points prior to, during, and after the completion of an online learning experience (Ehlers, 2004; Frydenberg, 2002). Facing a greater competitive environment in student recruitment, academic institutions are increasingly aware of external evaluator rankings, accreditors, and resulting student perceptions. ANOVA results are reported, along with considerations and issues for addressing perceptions of privacy among online students.
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