Online learning performance and satisfaction: do perceptions and readiness matter?
By Huei-Chuan Wei, Chien Chou. Distance Education, 2020
474 citations recorded by the source corpus.
ABSTRACT The current study proposes a comprehensive structural model to determine whether online learning perceptions and online learning readiness affect students’ online learning performance and course satisfaction. A questionnaire was voluntarily completed by 356 undergraduate students enrolled in a cross-campus, general education, asynchronous online course in Taiwan. The structural equation modeling analyses indicated that students’ computer/Internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction. Furthermore, it was found that students’ computer/Internet self-efficacy for online learning readiness had a mediated effect not only on online learning perceptions and online discussion score but also on online learning perceptions and course satisfaction. The findings of this research are helpful for both academics and practitioners of online learning to design online courses that particularly emphasize computer/Internet self-efficacy.
Subfields: Education, Gender Studies, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/b88628c565767873e4baaee1a9a86cb22f190bca
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Gender Studies
In Information Systems and Management
Citations in the corpus
- The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning (2021, background): “It is known that the success of online learning depends on students not having motivational problems, having resistance to overcoming difficulties and having “readiness for online learning” (Wei & Chou, 2020).”