Students' perceptions of online-learning quality Given comfort, motivation, satisfaction, and experience

Michael C. Rodriguez, Ann Ooms, Marcel Montañez

Research output: Contribution to journalArticlepeer-review

44 Scopus citations

Abstract

Understanding factors in successful online course experiences can provide suggestions for instructors and students to promote improved learning experiences. A survey of 700 students regarding perceptions of online-learning quality was analyzed with a structural equation model. For students with online-learning experience, comfort with technology and motivation to learn technology skills were related to satisfaction with online courses, which was related to perceived quality. For students with hybrid-learning experience, comfort was related to motivation and perceived quality, motivation was related to satisfaction, and satisfaction was related to perceived quality. For students with no online-learning experiences, comfort was related to motivation to learn technology skills, but neither of these factors was related to perceived quality of online courses.

Original languageEnglish (US)
Pages (from-to)105-125
Number of pages21
JournalJournal of Interactive Online Learning
Volume7
Issue number2
StatePublished - Jun 2008

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