scholarly journals A Study on the Instructor Role in Dealing with Mixed Contents: How It Affects Learner Satisfaction and Retention in e-Learning

2018 ◽  
Vol 10 (3) ◽  
pp. 850 ◽  
Author(s):  
Seung Lee ◽  
Hyunae Lee ◽  
Taegoo Kim
Keyword(s):  
Learner Satisfaction ◽  
E Learning ◽  
Instructor Role

Online Learner Satisfaction and Collaborative Learning

2013 ◽  
Vol 9 (2) ◽  
pp. 66-78 ◽  
Author(s):  
Salem Alkhalaf ◽  
Jeremy Nguyen ◽  
Anne Nguyen ◽  
Steve Drew
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learner Satisfaction ◽  
Kingdom Of Saudi Arabia ◽  
Technology Infrastructure ◽  
Information Technology Infrastructure ◽  
Low Level ◽  
Level Of Satisfaction ◽  
E Learning ◽  
Online Learner Satisfaction

Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.

E-Learner Characteristics and E-Learner Satisfaction

2012 ◽  
Vol 2 (2) ◽  
pp. 1-15
Author(s):  
Po Hsuan Chen
Keyword(s):  
Goal Orientation ◽  
Computer Mediated Communication ◽  
Self Regulation ◽  
Strategy Use ◽  
Learner Satisfaction ◽  
Learner Characteristics ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
E Learning ◽  
Learning English

The present study aimed at furthering the understanding of the potential effects of e-learner characteristics on e-learner satisfaction in an EFL context. Specifically, it examined the collective impact of computer anxiety, computer-mediated communication (CMC) apprehension, metacognitive self-regulation strategy use, mastery goal orientation, and performance goal orientation on EFL e-learner satisfaction. Multiple regression analyses revealed that not all university EFL students are satisfied with e-learning English courses; only students with high levels of metacognitive self-regulation strategy use, high levels of mastery goal orientation, and a low degree of CMC apprehension are satisfied with e-learning English courses. Results imply that on-line English instructors need to find ways to help students develop these characteristics.

What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction

2008 ◽  
Vol 50 (4) ◽  
pp. 1183-1202 ◽  
Author(s):  
Pei-Chen Sun ◽  
Ray J. Tsai ◽  
Glenn Finger ◽  
Yueh-Yang Chen ◽  
Dowming Yeh
Keyword(s):  
Empirical Investigation ◽  
Learner Satisfaction ◽  
Critical Factors ◽  
Factors Influencing ◽  
E Learning

Online Learner Satisfaction and Collaborative Learning

2017 ◽  
pp. 495-507
Author(s):  
Salem Alkhalaf ◽  
Jeremy Nguyen ◽  
Anne Nguyen ◽  
Steve Drew
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learner Satisfaction ◽  
Kingdom Of Saudi Arabia ◽  
Technology Infrastructure ◽  
Information Technology Infrastructure ◽  
Low Level ◽  
Level Of Satisfaction ◽  
E Learning ◽  
Online Learner Satisfaction

Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.

Predictive Study on Instructional Design Quality, Learner Satisfaction and Continuance Learning Intention with E-learning Courses: Data Screening and Preliminary Analysis

2018 ◽  
Vol 1 (2) ◽  
pp. 122-137
Author(s):  
Bashir Kishabale ◽  
Sharifah Sariah Hassan
Keyword(s):  
Instructional Design ◽  
Preliminary Analysis ◽  
Survey Design ◽  
Learner Satisfaction ◽  
Work Place ◽  
Future Research ◽  
Initial Screening ◽  
Design Quality ◽  
Learning Intention ◽  
E Learning

As E-learning initiatives are increasingly being deployed in educational and corporate training settings to revamp work-place productivity through life-long learning, concerns related to instructional design quality among stakeholders are equally growing. Thus, the overriding objective of the study was to carry out initial screening and preliminary analysis of the data related to the causal influence of instructional design quality on learner satisfaction and continuance learning intention. Based on the survey design, the quantitative data were collected from 837 students across ten CISCO Networking academies in Uganda. Descriptive statistics, multiple regression and factor analysis techniques were employed to address the purpose of the study. Primary attention was paid to the assumptions of response rate, missing data, outliers, data normality, multicollinearity, homoscedasticity and common method bias. The results of the initial screening and preliminary data analysis revealed non violation of prerequisite multivariate assumptions. The findings have provided empirical evidence on the psychometric study of which the instrument can be further used for future research. The steps taken for the analysis have provided a benchmark of audit trail in the methodology and statistical analysis for the replication of the study.

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