Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction

By Manuela Paechter, Brigitte Maier, Daniel Macher. Comput. Educ., 2010

773 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c64e25f102b59f73d99eee1a9a9c6518b616a80c

How researchers see this paper

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

In Computer Science Applications

1. Chien Chou
2. Huei-Chuan Wei

In Developmental and Educational Psychology

1. Chien Chou
2. Margaret Ross
3. Huei-Chuan Wei
4. David M. Shannon
5. Chih-hsuan Wang

In Education

1. Huei-Chuan Wei
2. Chien Chou
3. Rupert R. Ward
4. Eva Jereb
5. Fazil Abdullah
6. Margaret Ross
7. Marko Urh
8. David M. Shannon

Citations in the corpus

• Student satisfaction with an online and a face-to-face Business English course in a higher education context (2019, background): “An extensive study into students’ expectations of online learning by Paechter, Maier, and Macher (2010), meanwhile, found that students’ perceived learning achievement was one of the most important factors.”
• The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education (2015, neutral): “The five item scale for student satisfaction was based on Paechter, Maier, and Macher (2010).”
• Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors (2016, background): “430 NR Park (2009) E-learning system Students 628 YES 0.”
• Blended learning in higher education: Students' perceptions and their relation to outcomes (2011, neutral): “Furthermore, it has been suggested that gender is a variable that has a significant influence on the satisfaction derived from elearning systems (Huon et al., 2007; Paechter et al., 2010), although other studies have failed to observe this effect (Goodyear et al., 2005).”
• Online learning performance and satisfaction: do perceptions and readiness matter? (2020, background): “In addition, Paechter et al. (2010) noted that student – instructor online interaction is an important factor in fl uencing students ’ satisfaction in online learning environments.”
• Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning (2013, background): “In addition, motivations and the use of self-regulated strategies have been positively associated with students ’ performance in and satisfaction with online courses (Artino, 2009; Artino & McCoach, 2008; Paechter et al., 2010; Puzziferro, 2008; Yukselturk & Bulut, 2007).”