Learner characteristic, interaction and support service variables as predictors of satisfaction in Web-based distance education
Frances Magaly Rodriguez Robles, The University of New Mexico, United States
The University of New Mexico . Awarded
The main purpose of this study was to develop a predictive model to explain the satisfaction of adult learners enrolled in a Web-based distance education course. There were three types of predictor variables. Predictor variables were categorized as learner characteristic, interaction, and support service. Based on the results of this study, a significant predictive model can be developed for the satisfaction of adult learners enrolled in a Web-based distance education course.
This study utilized a sample of adult learners who were taking a Web-based distance education course at a Southwestern University. To test this model's relationship among variables identified, this study examined 103 completed surveys submitted by university students enrolled in 18 online courses. Factor scores were used as measured indicators of the criterion and predictive variable as factors scores are a better representation of the factor than using a few survey items as a measurement. An exploratory factor analysis using Principal Axis Factoring and oblique rotation (Promax method) was used as a means of exploring the underlying correlation structure among 53 items, to determine common factors that best explain the variance among them. Six factors were determined to give the most interpretable structure.
The results of the multiple regression analysis revealed that 41.5% of the variability in the criterion variable (satisfaction) was explained by the predictor variables support services, student-instructor interaction, student-student interaction, student-technology interaction, Internet Self-efficacy, age, gender, educational level, and employment status. Results of this research included several significant relationships related to satisfaction with a Web-based distance education course. Multiple regression results showed student-student interaction, student-instructor interaction and support services to be significant in the predictive model of satisfaction of adult learners enrolled in a Web-based distance education course.
Rodriguez Robles, F.M. Learner characteristic, interaction and support service variables as predictors of satisfaction in Web-based distance education. Ph.D. thesis, The University of New Mexico.
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