Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses

By Yu-Chun Kuo, Andrew E. Walker, Kerstin E. E. Schroder, Brian R. Belland. Internet and Higher Education, 2014

971 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/7ba687104c9ef2892b8253365f07026bab6ecfd8

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Predicting student satisfaction and perceived learning within online learning environments (2018, neutral): “Evaluating student satisfaction and perceived learning enables educational institutions to detect areas for development and improvement of online learning (Kuo, Walker, Schroder, & Belland, 2014).”
Factors affecting students’ learning performance through collaborative learning and engagement (2021, background): “Peer interaction can improve students’ motivation and interest, and help them to pursue different ideas in depth and enhance their outcomes of learning (Kuo et al., 2014).”
Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course (2015, methodology): “Considering that skillful self-regulated learners (a) performed better than less skillful students, (b) demonstrated higher self-efficacy and task value, and (c) controlled negative emotions in learning (Abar & Loken, 2010; Artino, 2007; Azevedo et al., 2008; Boekaerts & Corno, 2005; Kuo et al., 201”
Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom (2017, background): “…content and materials used in online learning as well as the learning environment; its interactivity, quality, usability and suitability to students have a direct effect on student motivation and satisfaction (González-Gómez, Guardiola, Rodríguez, & Alonso, 2012; Kauffman, 2004; Kuo et al., 2014).”
Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands (2020, background): “In line with this, Kuo et al. (2014) claimed that interaction is a critical factor in student satisfaction.”