Examining e-Learners’ Preferences and Readiness Satisfaction: A Holistic Modelling Approach

Hale Ilgaz; Yasemin Gülbahar

doi:10.5944/openpraxis.12.2.1070

Examining e-Learners’ Preferences and Readiness Satisfaction: A Holistic Modelling Approach

Open Praxis

Volume 12 (2020): Issue 2

By: Hale Ilgaz and Yasemin Gülbahar

Open Access

|Jun 2019

Abstract

Over the past several years, online learning has become an extremely popular research topic. Nevertheless, there continues to be a need for a holistic approach when examining online learning. To examine issues related to online learning as well as the effects caused to online learners; researchers in this study developed and tested a model that employed a holistic approach. The aim of this study was to investigate the effect of participants’ learning preferences and readiness to participate in online learning had on their overall satisfaction. The researchers utilized structural equation modelling to determine the relationships that occurred between variables. It was revealed in the results that e-Learners preferences and readiness, which constituted the primary components of this research model, did predict their level of satisfaction with e-learning.

References

Abdous, M., & Yen, C. (2010). A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments. The Internet and Higher Education, 13(4), 248–257. https://doi.org/10.1016/j.iheduc.2010.04.005
Search in Google Scholar Back to article
Akdemir, O., & Koszalka, T. A. (2008). Investigating the relationships among instructional strategies and learning styles in online environments. Computers & Education, 50(4), 1451–1461. https://doi.org/10.1016/j.compedu.2007.01.004
Search in Google Scholar Back to article
Al-Azawei, A., & Lundqvist, K. (2015). Learner differences in perceived satisfaction of an online learning: An extension to the technology acceptance model in an Arabic sample. The Electronic Journal of e-Learning 13(5), 408–426.
Search in Google Scholar Back to article
Ali, S., Uppal, M. A., & Gulliver, S. R. (2018). A conceptual framework highlighting e-learning implementation barriers. Information Technology & People, 31(1), 156–180.
Search in Google Scholar Back to article
Artino, A. R. (2008). Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training. Journal of Computer Assisted Learning, 24(3), 260–270.
Search in Google Scholar Back to article
Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education 94, 49–60. https://doi.org/10.1016/j.compedu.2015.11.010
Search in Google Scholar Back to article
Barefoot, B. O. (2004). Higher education’s revolving door: Confronting the problem of student drop out in US colleges and universities. Open Learning: The Journal of Open and Distance Learning 19, 9–18. https://doi.org/10.1080/0268051042000177818
Search in Google Scholar Back to article
Beqiri, M. S., Chase, N. M., & Bishka, A. (2009). Online course delivery: An empirical investigation of factors affecting student satisfaction. Journal Of Education For Business, 85(2), 95–100.
Search in Google Scholar Back to article
Bolliger, D., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning, 3(1), 61–67.
Search in Google Scholar Back to article
Bray, E., Aoki, K., & Dlugosh, L. (2008). Predictors of learning satisfaction in Japanese online distance learners. International Review Of Research In Open And Distance Learning, 9(3), 1–24. https://doi.org/10.19173/irrodl.v9i3.525
Search in Google Scholar Back to article
Bunn, J. (2004). Student persistence in a LIS distance education program. Australian Academic Research Libraries, 35(3), 253–270.
Search in Google Scholar Back to article
Butler, T., & Pinto-Zipp, G. (2005). Students’ learning styles and their preferences for online instructional methods. Journal of Educational Technology Systems, 34(2), 199–221.
Search in Google Scholar Back to article
Çiğdem, H., & Öztürk, M. (2016). Critical components of online learning readiness and their relationships with learner achievement. Turkish Online Journal of Distance Education 17(2), 98–109. https://doi.org/10.17718/tojde.09105
Search in Google Scholar Back to article
Dada, D. (2006). E-Readiness for developing countries: Moving the focus from the environment to the users. The Electronic Journal on Information Systems in Developing Countries, 27(6), 1–14.
Search in Google Scholar Back to article
Garland, D., & Martin, B. N. (2005). Do gender and learning style play a role in how online courses should be designed? Journal of Online Interactive Learning, 4(2), 67–81.
Search in Google Scholar Back to article
Gray, B. (2004). Informal learning in an online community of practice. Journal of Distance Education, 19(1), 20–35.
Search in Google Scholar Back to article
Gray, J.A. & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1).
Search in Google Scholar Back to article
Gupta, S., & Anson, R. (2014). Do I matter? The impact of individual differences on a technology-mediated end user training process. Journal of Organizational and End User Computing, 26(2), 60–79.
Search in Google Scholar Back to article
Gülbahar, Y. & Alper, A. (2014). Development of e-Learning Styles Scale for Electronic Environments. Education and Science, 39(171), 421–435.
Search in Google Scholar Back to article
Gülbahar, Y. (2012). Study of developing scales for assessment of the levels of readiness and satisfaction of participants in e-learning environments. Ankara University Journal of Faculty of Educational Sciences, 45(2), 119–137. https://doi.org/10.1501/Egifak_0000001256
Search in Google Scholar Back to article
Hanafizadeh, P., Hanafizadeh, M. R., & Khodabakhshi, M. (2009). Taxonomy of e-readiness assessment measures. International Journal of Information Management, 29(3), 189–195.
Search in Google Scholar Back to article
Harrell, I. L., & Bower, B. L. (2011). Student characteristics that predict persistence in community college online courses. American Journal of Distance Education, 25(3), 178–191.
Search in Google Scholar Back to article
Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1).
Search in Google Scholar Back to article
Hurd, S. (2006). Towards a better understanding of the dynamic role of the distance language learner: Learner perceptions of personality, motivation, roles, and approaches. Distance Education, 27(3), 303–329. https://doi.org/10.1080/01587910600940406
Search in Google Scholar Back to article
Ilgaz, H., & Aşkar, P. (2013). The Contribution of Technology Acceptance and Community Feeling to Learner Satisfaction in Distance Education. Procedia - Social and Behavioral Sciences, 106(0), 2671–2680. http://dx.doi.org/10.1016/j.sbspro.2013.12.308
Search in Google Scholar Back to article
Ilgaz, H. & Gülbahar, Y. (2015). A Snapshot of Online Learners: e-Readiness, e-Satisfaction and Expectations. International Review of Research in Open and Distributed Learning, 16(2), 171–187. https://doi.org/10.19173/irrodl.v16i2.2117
Search in Google Scholar Back to article
Ivankova, N. &. Stick (2007). Students’ persistence in a distributed doctoral program in education leadership in higher education: A mixed methods study. Research in Higher Education, 48, 93–135. https://doi.org/10.1007/s11162-006-9025-4
Search in Google Scholar Back to article
Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57(2), 1654–1664. https://doi.org/10.1016/j.compedu.2011.02.008
Search in Google Scholar Back to article
Jung-Wan, L., & Mendlinger, S. (2011). Perceived self-efficacy and its effect on online learning acceptance and student satisfaction. Journal of Service Science & Management, 4(3), 243–252.
Search in Google Scholar Back to article
Kara, M., Erdoğdu, F., Kokoç, M., & Cagiltay, K. (2019). Challenges Faced by Adult Learners in Online Distance Education: A Literature Review. Open Praxis, 11(1), 5–22. http://dx.doi.org/10.5944/openpraxis.11.1.929
Search in Google Scholar Back to article
Ke, F., & Kwak, D. (2013). Constructs of student-centered online learning on learning satisfaction of a diverse online student body: A structural equation modeling approach. Journal of Educational Computing Research, 48(1), 97–122. https://doi.org/10.2190%2FEC.48.1.e
Search in Google Scholar Back to article
Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York, New York: Guilford Press.
Search in Google Scholar Back to article
Kuo, Y., Walker, A. E., Belland, B. R., & Schroder, K. E. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning (IRRODL), 14(1), 16–39. https://doi.org/10.19173/irrodl.v14i1.1338
Search in Google Scholar Back to article
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. https://doi.org/10.1016/j.iheduc.2013.10.001
Search in Google Scholar Back to article
Lee, J. (2010). Online support service quality, online learning acceptance, and student satisfaction. The Internet and Higher Education, 13(4), 277–283.
Search in Google Scholar Back to article
Lee, S., Barker, T., & Kumar, V. S. (2016). Effectiveness of a learner-directed model for e-learning. Educational Technology & Society, 19(3), 221–233.
Search in Google Scholar Back to article
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. https://doi.org/10.1016/j.iheduc.2011.04.001
Search in Google Scholar Back to article
Lee, Y., & Choi, J. (2011). A review of online course dropout research: implications for practice and future research. Educational Technology Research and Development, 59(5), 593–618. https://doi.org/10.1007/s11423-010-9177-y
Search in Google Scholar Back to article
Lee, Y., & Choi, J. (2013). A structural equation model of predictors of online learning retention. The Internet and Higher Education, 16, 36–42. https://doi.org/10.1016/j.iheduc.2012.01.005
Search in Google Scholar Back to article
Lim, D. H., Morris, M. L., & Kupritz, V. W. (2007). Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction. Journal of Asynchronous Learning Networks, 11(2), 27–42.
Search in Google Scholar Back to article
Lu, H., & Chiou, M. (2010). The impact of individual differences on e-learning system satisfaction: A contingency approach. British Journal of Educational Technology, 41(2), 307–323.
Search in Google Scholar Back to article
Lu, J., Yu, C.-S., & Liu, C. (2003). Learning style, learning patterns, and learning performance in a WebCT-based MIS course. Information & Management, 40(6), 497–507. https://doi.org/10.1016/S0378-7206(02)00064-2
Search in Google Scholar Back to article
McGorry, S. Y. (2003). Measuring quality in online programs. The Internet and Higher Education, 6(2), 159–177.
Search in Google Scholar Back to article
Mohr, A. T., Holtbrugge, D., & Berg, N. (2012). Learning style preferences and the perceived usefulness of e-learning. Teaching in Higher Education, 17(3), 309–322.
Search in Google Scholar Back to article
Mutula, S. M., & Brakel, P. (2006). An evaluation of e-readiness assessment tools with respect to information access: Towards an integrated information rich tool. International Journal of Information Management, 26(3), 212–223. https://doi.org/10.1016/j.ijinfomgt.2006.02.004
Search in Google Scholar Back to article
Paechter, M., & Maier, B. (2010). Online or face-to-face? Students’ experiences and preferences in e-learning. Internet and Higher Education, 13(4), 292–297. https://doi.org/10.1016/j.iheduc.2010.09.004
Search in Google Scholar Back to article
Palmer, S. R., & Holt, D. M. (2009). Examining student satisfaction with wholly online learning. Journal of Computer Assisted Learning, 25(2), 101–113.
Search in Google Scholar Back to article
Palmer, S., & Holt, D. (2010). Students’ perceptions of the value of the elements of an online learning environment: looking back in moving forward. Interactive Learning Environments, 18(2), 135–151.
Search in Google Scholar Back to article
Park, J.-H., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207–217.
Search in Google Scholar Back to article
Pena, M., & Yeung, A. (2010). Satisfaction with online learning: does students’ computer competence matter? International Journal Of Technology, Knowledge & Society, 6(5), 97–108.
Search in Google Scholar Back to article
Richardson, J. C., & Newby, T. (2006). The role of students’ cognitive engagement in online learning. American Journal of Distance Education, 20(1), 23–37. https://doi.org/10.1207/s15389286ajde2001_3
Search in Google Scholar Back to article
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Network, 7(1), 68–88.
Search in Google Scholar Back to article
Roach, V., & Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive study. Journal of Interactive Online Learning, 5(3), 317–332.
Search in Google Scholar Back to article
Sahin, I., & Shelley, M. (2008). Considering students’ perceptions: The distance education student satisfaction model. Educational Technology & Society, 11(3), 216–223.
Search in Google Scholar Back to article
Santally, M. I., & Senteni, A. (2013). Effectiveness of personalised learning paths on students learning experiences in an e-learning environment. European Journal of Open, Distance and e-Learning, 16(1), 36–52.
Search in Google Scholar Back to article
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures. Methods of Psychological Research, 8(2), 23–74.
Search in Google Scholar Back to article
Siddique, A., Durrani, Q. S., & Naqvi, H. A. (2017). Designing adaptive e-learning environment using individual differences. Pakistan Journal of Science, 69(1), 101–109.
Search in Google Scholar Back to article
Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59–70. https://doi.org/10.1016/j.iheduc.2003.11.003
Search in Google Scholar Back to article
Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007
Search in Google Scholar Back to article
Toral, S. L., Barrero, F., Martinez-Torres, M. R., Gallardo, S., & Duran, M. J. (2009). Modeling learner satisfaction in an electronic instrumentation and measurement course using structural equation models. IEEE Transactions on Education, 52(1), 190–199. https://doi.org/10.1109/TE.2008.924215
Search in Google Scholar Back to article
Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategy: Enhancing student achievement in web-based learning. Journal of Computer Assisted Learning, 22(3), 207–217.
Search in Google Scholar Back to article
Watkins, R., Leigh, D., & Triner, D. (2004). Assessing readiness for e-learning. Performance Improvement Quarterly, 17(4), 66–79.
Search in Google Scholar Back to article
Wiesenmayer, R., Kupczynski, L., & Ice, P. (2008). The role of technical support and pedagogical guidance provided to faculty in online programs: Considerations for higher education administrators. Online Journal of Distance Learning Administration, 11(4).
Search in Google Scholar Back to article
Wu, H., Tennyson, R. D., & Hsia, T. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012
Search in Google Scholar Back to article
Yasmin, D. (2013). Application of the classification tree model in predicting learner dropout behaviour in open and distance learning. Distance Education, 34(2), 218–231. https://doi.org/10.1080/01587919.2013.793642
Search in Google Scholar Back to article
Yukselturk, E., & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology & Society, 10(2), 71–83.
Search in Google Scholar Back to article
Yukselturk, E., & Yildirim, Z. (2008). Investigation of interaction, online support, course structure and flexibility as the contributing factors to students’ satisfaction in an online certificate program. Educational Technology & Society, 11(4), 51–65.
Search in Google Scholar Back to article
Zawacki-Richter, O. (2009). Research areas in distance education: a Delphi study. International Review of Research in Open and Distance Learning (IRRODL), 10(3). https://doi.org/10.19173/irrodl.v10i3.674
Search in Google Scholar Back to article

Articles in this issue

DOI: https://doi.org/10.5944/openpraxis.12.2.1070 | Journal eISSN: 2304-070X

Journal RSS Feed

Language: English

Page range: 209 - 222

Submitted on: Dec 14, 2019

Accepted on: Mar 30, 2020

Published on: Jun 30, 2019

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

SEM,

© 2019 Hale Ilgaz, Yasemin Gülbahar, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 12 (2020): Issue 2