Abstract
The purpose of this study was to analysis the relationship between e- learners circumstance, e-learners factors, e-learning satisfaction in university e-learning classes. The basis of the selected data which was gathered from e- learning attendants in H & W universities, Structural Equation Modeling was used to examine the relationship between factors. The main results of the research were as follows: First, e-learning circumstance factor was more effective on the e-learning satisfaction than e-learning learner constructs. In e- learning circumstance factor, service' factor was more influential variable. Second, there is a high correlation between e-learning circumstance factor and e-learning learner construct. In e-learners satisfaction regarding contents and design was more influential variable. Third, the model fit, x 2 551.162(p<.001), RMR .021, GFI .918, AGFI .859, NFI .917, CFI .921, RMSEA .109 was relatively satisfied with the standard using structural equation model. As based on these results, e-learning in higher education needs elaborate circumstance for the effective achievement.
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