The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments
By J. Gray, M. DiLoreto. 2016
591 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/49771291b0c48a14f0504354bb32ffba951a8a89
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Sevda Kucuk
- Khusni Syauqi
- S. Balle
- Mohammad Alawamleh
- Lana Mohannad Al-Twait
- Gharam Raafat Al-Saht
- S. Munadi
- Jennifer C. Richardson
Citations in the corpus
- A structural equation model of predictors of online learners’ engagement and satisfaction (2019, background): “Research shows that engagement has significant effects on satisfaction in online learning environments (Bitzer & Janson, 2014; Gray & DiLoreto, 2016; Shin & Chan, 2004; Swan, 2001).”
- The effect of online learning on communication between instructors and students during Covid-19 pandemic (2020, background): “Bangert (2006) identified four factors related to student satisfaction in online courses, including interaction and communication between students and faculty; time spent on task; active and engaged learning; and cooperation between classmates (Gray and DiLoreto, 2016).”
- Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19 (2020, background): “Students’ perceived learning outcomes and student satisfaction have been studied in the past (Gray & DiLoreto, 2016; Ikhsan et al., 2019; Richardson & Swan, 2003).”
- Predicting student satisfaction and perceived learning within online learning environments (2018, unknown): “Gray and DiLoreto (2016) found similar results — a weak relationship between LLI and student satisfaction.”
- A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement (2018, background): “Course design influences student satisfaction (Lee, 2014) and their perceived learning (Gray and Diloreto, 2016), and many elements can contribute to good results here.”
- Students’ perceptions toward vocational education on online learning during the COVID-19 pandemic (2020, result): “These results contradict the results of previous studies of instructors, knowledge transfer, and instructor material able to improve the quality of online learning for students [35].”