본문 바로가기
KERD
논문KCI 등재

Factors Affecting Students’ Satisfaction with Online Learning and Intention to Use Online Learning

0

조회

0

다운로드

0

인용

0

참고문헌

키워드

주제분류학제간연구

초록

Due to the Corona-19 pandemic, online education has grown worldwide and it is now being predicted that online education will dominate the future of education. This study examines, as characteristics of the human factor, the effect of self-efficacy; as system factors influencing learners’ satisfaction with online learning and behavioral intention to use online learning, this study examines perceived social presence and perceived teaching presence. Participating in this study were 236 students who filled out an online survey in return for course credits. Study findings suggest that individuals with high social presence and teaching presence will have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low social presence and teaching presence. The study also found that individuals with high self-efficacy have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low self-efficacy. This study provides theoretical implications as well as practical implications for e-learning educators when it comes to enhancing students’ satisfaction with online learning and behavioral intention to use online learning.

Abstract

Due to the Corona-19 pandemic, online education has grown worldwide and it is now being predicted that online education will dominate the future of education. This study examines, as characteristics of the human factor, the effect of self-efficacy; as system factors influencing learners’ satisfaction with online learning and behavioral intention to use online learning, this study examines perceived social presence and perceived teaching presence. Participating in this study were 236 students who filled out an online survey in return for course credits. Study findings suggest that individuals with high social presence and teaching presence will have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low social presence and teaching presence. The study also found that individuals with high self-efficacy have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low self-efficacy. This study provides theoretical implications as well as practical implications for e-learning educators when it comes to enhancing students’ satisfaction with online learning and behavioral intention to use online learning.

참고문헌 (40)

  1. Y. C. Kuo, "Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses", The internet and higher education, 20, pp.35~50 (2014)
  2. M. Weigold, "Succeeding in Online Advertising Education", Journal of Advertising Education, 24(1), pp.69~73 (2020)
  3. R. M. Bernard, "How does distance education compare with classroom instruction? A meta-analysis of the empirical literature", Review of Educational Research, 74(3), pp.379~439 (2004)
  4. B. Means, "Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies" (2009), US Department of Education
  5. I. E. Allen, "Class differences: Online education in the United States, 2010" (2010), Sloan Consortium (NJ1)
  6. National Center for Education Statistics, "Distance education at degree-granting postsecondary institutions: 2006-07", US Department of Education. NCES 2009-044, ~ (2008)
  7. D. Klein, "E‐learning: New opportunities in continuing professional development", Learned publishing, 16(1), pp.34~46 (2003)
  8. A. F. Algahtani, "Evaluating the Effectiveness of the E-learning Experience in Some Universities in Saudi Arabia from Male Students' Perceptions", pp.2011
  9. J. R. Marc, "Book review: e-learning strategies for delivering knowledge in the digital age", Internet and Higher Education, 5, pp.185~188 (2002)
  10. S. Hameed, "Effective e-learning integration with traditional learning in a blended learning environment", European and Mediterranean Conference on Information Systems, pp.25~26 (2008)
  11. J. Smedley, "Modelling the impact of knowledge management using technology", OR insight, 23(4), pp.233~250 (2010)
  12. N. Wagner, "Who is responsible for e-learning success in higher education? A stakeholders' analysis", Journal of Educational Technology & Society, 11(3), pp.26~36 (2008)
  13. L. M. Angelino, "Strategies to engage online students and reduce attrition rates", Journal of Educators Online, 4(2), pp.n2~ (2007)
  14. S. Carr, "As distance education comes of age, the challenge is keeping the students", The Chronicle of Higher Education, 46(23), pp.A39~A41 (2000)
  15. L. V. Morris, "Tracking student behavior, persistence, and achievement in online courses", The Internet and Higher Education, 8(3), pp.221~231 (2005)
  16. K. Frankola, "Why online learners drop out", WORKFORCE-COSTA MESA-, 80(10), pp.52~61 (2001)
  17. J. Short, "The social psychology of telecommunications" (1976), John Wiley
  18. C. H. Tu, "The measurement of social presence in an online learning environment", International Journal on E-learning, 1(2), pp.34~45 (2002)
  19. C. H. Tu, "The relationship of social presence and interaction in online classes", The American journal of distance education, 16(3), pp.131~150 (2002)
  20. C. N. Gunawardena, "Social presence as a predictor of satisfaction within a computer mediated conferencing environment", American Journal of Distance Education, 11(3), pp.8~26 (1997)
  21. A. G. Picciano, "Beyond student perceptions : Issues of interaction, presence, and performance in an online course", Journal of Asynchronous learning networks, 6(1), pp.21~40 (2002)
  22. K. Swan, "On the nature and development of social presence in online course discussions", Journal of Asynchronous Learning Networks, 9(3), pp.115~136 (2005)
  23. R. D. Johnson, "Technology, trainees, metacognitive activity and e learning effectiveness", Journal of Managerial Psychology, 24(6), pp.545~566 (2009)
  24. C. Hostetter, "Measuring up online : The relationship between social presence and student learning satisfaction", Journal of the Scholarship of Teaching and Learning, pp.1~12 (2006)
  25. J. C. Richardson, "Examining social presence in online courses in relation to students’ perceived learning and satisfaction", Journal of Asynchronous Learning Networks, 7(1), pp.68~88 (2003)
  26. T. Anderson, "Assessing teaching presence in a computer conferencing context", Journal of Asynchronous Learning Networks, 5(2), pp.1~17 (2001)
  27. P. J. Shea, "A follow-up investigation of"teaching presence"in the SUNY Learning Network", Journal of asynchronous learning networks, 7(2), pp.61~80 (2003)
  28. Y. J. Joo, "Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model", Computers &ducation, 57(2), pp.1654~1664 (2011)
  29. A. Bandura, "Self-efficacy: The exercise of control" (1997), Freeman
  30. A. Bandura, "Social foundations of thought and action: A social cognitive theory" (1986), Prentice Hall
  31. S. S. Liaw, "Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments", Computers, & Education, 60(1), pp.14~24 (2013)
  32. D. Shen, "Unpacking online learning experiences : Online learning self-efficacy and learning satisfaction", The Internet and Higher Education, 19, pp.10~17 (2013)
  33. E. Alqurashi, "Self-efficacy and the interaction model as predictors of student satisfaction and perceived learning in online learning environments", Doctor, pp.2017
  34. J. C. Hong, "Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning", Computers in Human Behavior, 55, pp.214~222 (2016)
  35. J. C. Womble, "E-learning: The relationship among learner satisfaction, self-efficacy, and usefulness", pp.1~132 (2007), Alliant International University
  36. Y. M. Lin, "Building a social and motivational framework for understanding satisfaction in online learning", Journal of Educational Computing Research, 38(1), pp.1~27 (2008)
  37. S. S. Liaw, "Investigating students’perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system", Computers &Education, 51(2), pp.864~873 (2008)
  38. S. B. Eom, "The determinants of students’ perceived learning outcomes and satisfaction in university online education : An update", Decision Sciences Journal of Innovative Education, 14(2), pp.185~215 (2016)
  39. Y. Malhotra, "Extending the technology acceptance model to account for social influence: Theoretical bases and empirical validation", Proceedings of the 32nd Annual Hawaii International Conference on Systems Sciences, pp.14~ (1999), IEEE
  40. H. Gangadharbatla, "What we stand to lose with fully online advertising education", Journal of Advertising Education, 24(1), pp.74~80 (2020)

관련 논문AI추천

이 간행물의 다른 논문 (66건)