The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation* Export

@article{citeulike:759520, abstract = {In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self-motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types.}, address = {Department of Accounting and MIS, Harrison College of Business, Southeast Missouri State University, Cape Girardeau, MO 63701, e-mail: sbeom@semo.edu, hjwen@semo.edu; School of Marketing and International Business, P.O. Box 600, Wellington, New Zealand, e-mail: Nicholas.Ashill@vuw.ac.nz}, author = {Eom, Sean B. and Wen, H. Joseph and Ashill, Nicholas}, citeulike-article-id = {759520}, citeulike-linkout-0 = {http://www.blackwell-synergy.com/doi/abs/10.1111/j.1540-4609.2006.00114.x}, citeulike-linkout-1 = {http://dx.doi.org/10.1111/j.1540-4609.2006.00114.x}, citeulike-linkout-2 = {http://www.ingentaconnect.com/content/bpl/dsji/2006/00000004/00000002/art00003}, citeulike-linkout-3 = {http://www3.interscience.wiley.com/cgi-bin/abstract/118591848/ABSTRACT}, doi = {10.1111/j.1540-4609.2006.00114.x}, issn = {1540-4609}, journal = {Decision Sciences Journal of Innovative Education}, keywords = {factors\_affecting\_cscl, learning\_outcome, learning\_style, student\_perception, tutor\_role}, month = {July}, number = {2}, pages = {215--235}, posted-at = {2007-05-11 03:03:55}, priority = {5}, publisher = {Blackwell Publishing}, title = {The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation*}, url = {http://dx.doi.org/10.1111/j.1540-4609.2006.00114.x}, volume = {4}, year = {2006} }

TY - JOUR ID - citeulike:759520 L3 - citeulike-article-id:759520 N2 - In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self-motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types. IS - 2 JF - Decision Sciences Journal of Innovative Education SN - 1540-4609 AD - Department of Accounting and MIS, Harrison College of Business, Southeast Missouri State University, Cape Girardeau, MO 63701, e-mail: sbeom@semo.edu, hjwen@semo.edu; School of Marketing and International Business, P.O. Box 600, Wellington, New Zealand, e-mail: Nicholas.Ashill@vuw.ac.nz EP - 235 TI - The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation* PB - Blackwell Publishing VL - 4 SP - 215 KW - factors_affecting_cscl KW - learning_outcome KW - learning_style KW - student_perception KW - tutor_role AU - Eom, Sean AU - Wen, Joseph AU - Ashill, Nicholas PY - 2006/07// UR - http://dx.doi.org/10.1111/j.1540-4609.2006.00114.x ER -