Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments

By Scott D. Johnson, Steven R. Aragon, Najmuddin Shaik, Nilda Palma-Rivas. 2000

708 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2c6cc3b7521328354f046847c62ca67b4553e8c4

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Citations in the corpus

Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis (2019, background): “Besides above, the effectiveness could also be influenced by characteristics of students themselves, such as gender, learning style [37], attitude [38], satisfaction [39] and level of engagement [40].”
Assessing the Relationship of Student-Instructor and Student-Student Interaction to Student Learning and Satisfaction in Web-Based Online Learning Environment (2009, methodology): “The instructor informed me about my progress periodically Student Survey (5 items) from Johnson et al. (2000)”
An Instructional Strategy Framework for Online Learning Environments (2002, unknown): “Examples of instructional strategies that fit the framework are described.”
Research in Distance Education: A Status Report (2000, background): “The study concluded that “there was no difference between the two course formats in several measures of learning outcomes” (Johnson et al., 2000, p. 29).”
Educational data mining: A survey from 1995 to 2005 (2007, background): “Li and Zaı̈ane (2004) use more information channels to model user navigational behavior: web access logs, the structure of a visited web site, and the content of visited web pages. Avouris, Komis, Fiotakis, Margaritis, and Voyiatzaki (2005) expand automatically generated log files by introducing con”
ERP training with a web-based electronic learning system: The flow theory perspective (2007, background): “Johnson et al. (2000) compared learning outcomes of an online course with a similar course taught face-to-face and concluded that there was no difference between the two course formats in several measures of learning outcomes.”
Research focus and methodological choices in studies into students' experiences of blended learning in higher education (2007, background): “For example, Johnson et al. (2000) compared learner satisfaction and learning outcomes in a graduate on-line course and its equivalent taught in face-to-face format.”
Key Factors for Determining Student Satisfaction in Distance Learning Courses: A Study of Allama Iqbal Open University (2011, methodology): “Similarly, for measuring the variable of student-instructor interaction, researchers used items of Johnson et al. (2000). Each item was measured on five-point Likert scale with response options ranging from strongly disagree (1) to strongly agree (5).”
Virtually the Same?: Student Perceptions of the Equivalence of Online Classes to Face-to-Face Classes (2014, background): “, 2007); some studies have found no significant differences between the two (e.g., Clark & Jones, 2001; Hollerbach & Mims, 2007; Johnson et al., 2000).”
The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model (2005, background): “Studies of learners’ satisfaction are typically limited to one-dimensional post-training perceptions of learners [35].”
Using the UTAUT model to understand students’ usage of e-learning systems in developing countries (2021, background): “A key area of focus has been learners’ satisfaction, which some scholars have characterised as being one-dimensional (Johnson et al., 2000).”