Student Satisfaction with Online Learning: Is It a Psychological Contract?.

By Charles D. Dziuban, Patsy D. Moskal, Jessica Thompson, Lauren Kramer, Genevieve DeCantis, Andrea Hermsdorfer. 2015

163 citations recorded by the source corpus.

The authors explore the possible relationship between student satisfaction with online learning and the theory of psychological contracts. The study incorporates latent trait models using the image analysis procedure and computation of Anderson and Rubin factors scores with contrasts for students who are satisfied, ambivalent, or dissatisfied with their online learning experiences. The findings identify three underlying satisfaction components: engaged learning, agency, and assessment. The factor score comparisons indicate that students in the general satisfaction categories characterize important differences in engaged learning and agency, but not assessment. These results lead the authors to hypothesize that predetermined, but unspecified expectations (i.e., psychological contracts) for online courses by both students and faculty members are important advance organizers for clarifying student satisfaction.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2dfb9cdc480a41b9f041dd5556785e8a59b57e94

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Huei-Chuan Wei
2. Chien Chou
3. Mohammad Issack Santally
4. Yousra Banoor Rajabalee

In Social Psychology

1. Chien Chou

Citations in the corpus

• Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy (2020, background): “The Research Initiative for Teaching Effectiveness (RITE) developed an instrument that focussed on the dynamics of student satisfaction with online learning (Dziuban et al. 2015).”
• Online learning performance and satisfaction: do perceptions and readiness matter? (2020, background): “…the success or failure of online learning (e.g., Bolliger & Halupa, 2018; Shelton et al., 2017; Yang et al., 2017) or to investigate the critical factors in fl uencing learner satisfaction in an online learning environment (e.g., Dziuban et al., 2015; Liaw & Huang, 2013; Weidlich & Bastiaens, 2018).”