You are here:

Students’ Experiences, Learning Outcomes and Satisfaction in e-Learning
ARTICLE

, , , ,

Journal of e-Learning and Knowledge Society Volume 13, Number 2, ISSN 1826-6223 e-ISSN 1826-6223 Publisher: Italian e-Learning Association

Full Text

Abstract

This study was aimed to examine whether students’ experiences in e-learning are related to learning outcomes and satisfaction. Three learning experiences, which are course design, interaction with the instructor and interaction with peer students were identified as the predictors of learning outcomes and satisfaction. Self-administered questionnaire was adopted. The paper questionnaires were distributed to students at a university in Malaysia. In total, 670 valid responses were obtained. Exploratory factor analysis was performed to confirm the underlying factor structure for the observed variables. Regression analyses indicated that course design, interaction with the instructor and interaction with peer students are positively related to the learning outcomes and satisfaction. Among all learning experiences, interaction with peer students make the strongest contributions to learning outcomes and satisfaction. This study demonstrates the importance for University administrators and instructors to design e-learning course to optimal students’ experiences to enhance their learning outcomes and satisfaction.

Citation

Goh, C., Leong, C., Kasmin, K., Hii, P. & Tan, O. (2017). Students’ Experiences, Learning Outcomes and Satisfaction in e-Learning. Journal of e-Learning and Knowledge Society, 13(2),. Italian e-Learning Association. Retrieved February 26, 2021 from .

References

View References & Citations Map
  1. Al-Adwan, A., Al-Adwan, A., & Smedley, J. (2013), Exploring students acceptance of e-learning using Technology Acceptance Model in Jordanian universities,International Journal of Education and Development using Information and Communication Technology, 9(2), 4.
  2. Al-rahmi, W.M., Othman, M.S., & Yusuf, L.M. (2015), The effectiveness of usinge-learning in Malaysian higher education: A case study Universiti Teknologi Malaysia, Mediterranean Journal of Social Sciences, 6(5), 625.
  3. Bolliger, D.U. (2004), Key factors for determining student satisfaction in online courses, International Journal on E-learning, 3(1), 61-67.
  4. Broadbent, J., & Poon, W.L. (2015), Self-regulated learning strategies& Academic achievement in online higher education learning environments: A systematic review,The Internet and Higher Education, 27, 1-13. Doi: http://dx.doi.org/10.1016/J.Iheduc.2015.04.007
  5. Eom, S.B., Wen, H.J., & Ashill, N. (2006), The determinants of students’ perceived learning outcomes and satisfaction in university online education: An empirical investigation, Decision Sciences Journal of Innovative Education, 4(2), 215-235.
  6. Garrison, D.R., Anderson, T., & Archer, W. (1999), Critical inquiry in a text-based environment: Computer conferencing in higher education, The Internet and Higher Education, 2(2–3), 87-105. Doi: http://dx.doi.org/10.1016/S1096-7516(00)00016-6
  7. Horton, W.K. (2001), Leading e-learning, Alexandria, VA: American Society for Training and Development.
  8. Hussin, H., Bunyarit, F., & Hussein, R. (2009), Instructional design and e-learning: Examining learners’ perspective in Malaysian institutions of higher learning,Campus-Wide Information Systems, 26(1), 4-19. Doi:10.1108/10650740910921537
  9. Ismail, N., Razak, M., Zakariah, Z., Alias, N., & Aziz, M. (2012), E-learning continuance intention among higher learning institution students, Procedia-Social and Behavioral Sciences, 67, 409–415.
  10. Kuo, Y.-C., Walker, A.E., Schroder, K.E.E., & Belland, B.R. (2014), Interaction,Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses, The Internet and Higher Education, 20,35-50. Doi: http://dx.doi.org/10.1016/J.iheduc.2013.10.001
  11. Lee, S.J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011), Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning, The Internet and Higher Education, 14(3), 158-163.
  12. Moore, M.G., Kearsley, G., & Scriven, B. (1996), Distance education: A systems view,Distance Education, 17(2), 412-412.
  13. Oye, N., Iahad, N., Madar, M., & Rahim, N. (2012), The impact of e-learning on students’ performance in tertiary institutions, International Journal of Computer Networks and Wireless Communications, 2(2), 121-130.
  14. Paechter, M., & Maier, B. (2010), Online or face-to-face? Students’ experiences and preferences in e-learning, The Internet and Higher Education, 13(4), 292-297. Doi: http://dx.doi.org/10.1016/J.iheduc.2010.09.004
  15. Paechter, M., Maier, B., & Macher, D. (2010), Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction,Computers & Education, 54(1), 222-229. Doi: http://dx.doi.org/10.1016/J.Compedu.2009.08.005
  16. Ramayah, T., & Lee, J.W.C. (2012), System characteristics, satisfaction and e-learning usage: A structural equation model (SEM), TOJET: The Turkish Online Journal of Educational Technology, 11(2), 196-206.
  17. Richardson, J., & Swan, K. (2003), Examining social presence in online courses in relation to students’ perceived learning and satisfaction, Journal of Asynchronous Learning Networks, 7(1), 1-21.
  18. Sher, A. (2009), Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment, Journal of Interactive Online Learning, 8(2), 102-120.
  19. Weinert, F.E. (2001), Concept of competence: A conceptual clarification, US: Hogrefe & Huber Publishers.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read