Understanding Online Learning Satisfaction among Chinese University Students
Authors: 
Ziwei Xiao, Qiyi Huang, Xiwen Zhao, Chili LiAuthors Info & Claims
Ziwei Xiao, Qiyi Huang, Xiwen Zhao, Chili LiAuthors Info & ClaimsPages 155 - 161
Abstract
This study investigates online learning satisfaction and its influencing factors among 237 Chinese college students. The data were collected by means of a questionnaire survey and analyzed by means of the factor analysis and the Pearson correlation analysis, respectively. The results show that the participants' satisfaction correlates with learners, course, technology, design, and environment factors. Among them, online learning satisfaction among college students is strongly correlated with learner, technology and course factors, while moderately correlated with environment and technology factors. On the other hand, learner and design factors significantly positively affect college students' online learning satisfaction. The findings of this study provide positive implications for improving college students' online learning satisfaction and enhancing the effect of online learning as well as teaching.
References
[1]
Sun, P.-C., (2008). What Drives A Successful E-Learning? An Empirical Investigation of the Critical Factors Influencing Learner Satisfaction. Computers & Education, 50(4): 183-1202.
[2]
Katz, R. Mack, L. Marks, M. B. Rosson, & J. Nelson (2009), Proceedings of the association for computing machinery (ACM) special interest group on computers and human interaction (CHI) 95 conference (pp. 354-361). New York: ACM Press.
[3]
Delon, W., & Mclean, E. (1992). Information systems success: The quest for the dependent variable. Information Systems Research, 3(1): 60-95.
[4]
Zineb Boumaaize, (2021). Distance Learning during Lockdown: Satisfaction Assessment among Moroccan Trainee Teachers. International Journal of Information and Education Technology, 11(9): 424-428.
[5]
Xue Chenglong & Guo Yingxia. (2020). Reflections and Recommendations on the Reform of Online Teaching Reform in Universities. Journal of East China Normal University, 38(7): 65-74.
[6]
Lou Chitkushev, Irena Vodenska, and Tanya Zlateva. (2014). Digital Learning Impact Factors: Student Satisfaction and Performance in Online Courses. International Journal of Information and Education Technology, 4(4): 356-359.
[7]
Zhai Xuesong & Lin Lilan. (2014). Factors Analysis of Chinese Learners' Satisfaction in Western Flipped Classroom Model (FCM) Teaching-An Empirical Study Based on College English. China Educational Technology, 4: 104-109.
[8]
Knowles, M. S.(1970). The modern practice of adult education: Andragogy versus earning and the learning organization: Examining the connection between the individual and the learning environment. Human Resource Development Quarterly, 9(4): 365-375.
[9]
Alajab Mohammed Alajab Ismail. (2018). Empowering Your Students Satisfaction with Blended Learning: A Lesson from the Arabian Gulf University Distance Teaching and Training Program. International Journal of Information and Education Technology, 8(2): 109-119.
[10]
Shen Zhonghua & Wu Daguang. (2020). A Study on the Influencing Factors of Online Learning Effectiveness and Satisfaction of College Student: Empirical Analysis Based on Structural Equation Model. Research in Educational Development, 40(11): 25-36.
[11]
Zhao Guodong & Yuan Shuai. (2010). Factors Affecting Students' Satisfaction in Blended Learning: the Case of Peking University. Distance Education In China, 6: 32-38.
[12]
Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internet-based MBA courses. Journal of Management Education, 24(1), 32-54.
[13]
WANG Ning, JU Xianghong & GE Zhengpeng. (2014). The Analysis of Influencing Factors on Learning Satisfaction in Open Education Network Courses. Open Education Research, 20(6): 111-118.
[14]
Zimmerman, B. J. & Martinez-Pons (1988). Construct Validation of A Strategy Model of Student's Self -regulated Learning. Journal of Educational Psychology, 80: 284-290.
[15]
Zhou Yong & Dong Qi. (1994). On students' self-monitoring in learning. Journal of Beijing Normal University( Social Sciences), 1:8-14.
[16]
Webster, J., & Hackley, P. (1997). Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40(6): 1282-1309.
[17]
Davis, F. D. (1989). PerMIS Quarterly, 13(3),319-340.
[18]
Thurmond, V.A., Wambach, K., &Connors, H.R. (2002). Evaluation of Student Satisfaction: Determining the Impact of A Web-Based Environment by Controlling for Student Characteristics. The American Journal of Distance Education, 16(3):169-189.
[19]
Ramayah, T., & Lee, J. W. C. (2012). System characteristics, satisfaction and e-learning usage: a structural equation model (sem).Turkish Online Journal of Educational Technology,11(2), 196-206.
[20]
Gattiker, U. E., & Hlavka, A. (1992). Computer attitudes and learning performance: Issues for management education and training. Journal of Organizational Behavior, 13(1), 89-101.
[21]
Amoroso, D. L., & Cheney, P. H. (1991). Testing a causal model of end-user application effectiveness. Journal of Management Information Systems, 8(1), 63-89.
[22]
Marakas, G. M., Yi, M. Y., & Johnson, R. D. (1998). The multilevel and multifaceted character of computer self-efficacy: Toward clarification of the construct and an integrative framework for research. Information System Research, 9(2), 126-163.
[23]
Zhong Keding. 2011. Online learning and development. Higher Education Press. Beijing, China.
[24]
Robison, R. (2005). The business of online education: are we cost competitive? In Elements of Quality Online Education: Engaging Communities, edited by J. Bourne and J. C. Moore, pp. 173 -181. Needham, MA: Sloan Consortium.
[25]
Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014) Online Instruction, E-Learning, and Student Satisfaction: A Three Year Study. International Review of Research in Open & Distance Learning, 15(6): 111-131.
Index Terms
- Understanding Online Learning Satisfaction among Chinese University Students
Index terms have been assigned to the content through auto-classification.
Recommendations
Chinese University Students' Metacognitive Strategy Use in Language Acquisition: A Flipped Learning Perspective
Since the introduction of flipped learning, it has drawn much attention and enjoyed increasing popularity. This study attempts to investigate Chinese English majors' metacognitive strategy use in a flipped environment and the influencing factors of ...
Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model
Learners' satisfaction and persistence are considered critical success factors in online universities where all of the teaching and learning activities are carried out online. This study aims to investigate the structural relationships among perceived ...
Exploring students' awareness and perceptions
This study investigates students' awareness and perceptions of m-learning and examines the factors affecting students' behavioral intention to adopt m-learning, by using a modified research model that integrate technology acceptance model (perceived ...
Comments
Information & Contributors
Information
Published In
December 2021
323 pages
ISBN:9781450385800
DOI:10.1145/3510309
Copyright © 2021 ACM.
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]
Publisher
Association for Computing Machinery
New York, NY, United States
Publication History
Published: 14 March 2022
Check for updates
Author Tags
Qualifiers
- Research-article
- Research
- Refereed limited
Funding Sources
- National Training Program of Innovation and Entrepreneurship for Undergraduates
Conference
ICETM'21
ICETM'21: 2021 4th International Conference on Education Technology Management
December 17 - 19, 2021
Tokyo, Japan
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 62Total Downloads
- Downloads (Last 12 months)17
- Downloads (Last 6 weeks)0
Reflects downloads up to 10 Aug 2024
Other Metrics
Citations
View Options
Get Access
Login options
Check if you have access through your login credentials or your institution to get full access on this article.
Sign inFull Access
View options
View or Download as a PDF file.
PDFeReader
View online with eReader.
eReaderHTML Format
View this article in HTML Format.
HTML Format