Critical factors influencing in service teachers’ satisfaction with an e-learning course, measured with a structural equation modelling

This research aimed at assessing the perceptions of 168 K 12 teachers about a b-learning course on ICT integration in the curriculum. The teacher trainees were asked to plan some class activities, using Web 2.0 technologies; they have also discussed several issues related to education in the knowledge society, such as new ways and strategies for infusing ICT in the national curricula. A learning environment supported by a communication platform was designed. At the end of the course, a satisfaction survey, which was the basis for this research, was applied to assess the different dimensions of the course. Variables such as ICT skills, course design, collaboration, instructor’s feedback, course usefulness and learners’ satisfaction were assessed. The majority of the trainees (83.3%) affirmed that, in the future, would easily choose a b-learning modality course. Three face-toface sessions – at the beginning, in the middle and at the end of the course - have proved to be enough to provide support in technological issues, to organize teamwork, to develop stronger relationships within the community and to keep the trainees on track. The results indicate positive perceptions about the online learning environment and strong relationships with both endogenous and exogenous variables. The trainees pointed out, both in their personal reports and in the survey, that collaboration was one of the most valued components of the course. In fact, the trainees were provided a collaboration board where everyone could ask questions or for some kind of help with the web tools used in the course. The research will develop by using a larger and more diverse students’ sample and by surveying the tutors´ perspectives on eLearning, in order to provide the most convenient learning methodologies

The influence of communication technologies and approaches to study on transactional distance in blended learning

This paper explores the role played by communication technologies and study orientations in the amplification and reduction of transactional distance in blended learning. Factor analysis and structural equation modelling of different communication modes (face to face, email and telephone) revealed that students experience at least some transactional distance when separated from their tutors. Email was found to facilitate the highest levels of immediacy of dialogue for most students. The conclusion is that strategic students are best placed to benefit from blended learning, and that the effects of transactional distance could be analysed more deeply if two subvariables of dialogue were recognised. These are social presence (the perception of connectedness between students and their tutors) and immediacy (the temporal effects of dialogue)

A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables

The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher beliefs). A sample of 1749 students and 91 teachers from Chinese primary schools were involved in the study. Path analysis was used to test the direct and indirect relations between the predictors and mathematics performance. Results reveal that a large proportion of mathematics performance can be directly predicted from students' metacognitive experiences. In addition, other student characteristics and contextual variables influence mathematics performance in direct or indirect ways

An empirical study on behavioural intention to reuse e-learning systems in rural China

The learner’s acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners’ experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system’s success. Therefore, a better understanding of the multiple factors affecting the e-learner’s intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner’s behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users’ behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness

The relationships among TPACK, the TAM and online education satisfaction: structural equation modelling

Online education faculty satisfaction plays an important role in online education achievement. However, research investigating faculty satisfaction in online educational setting is rather scarce. This study aims to provide deeper insight into the issue by examining structural relationships among Technological Pedagogical Content Knowledge (TPACK) and faculty satisfaction within the framework of the Technology Acceptance Model (TAM). The study is quantitative in nature, and the data were collected from 170 faculty members during the emergent online education on lockdown due to COVID-19 pandemic. The analysis revealed that TPACK variable explains 23% of the TAM (β =.48, p<.01) and the TAM variable explains 50% of the satisfaction (β =.71, p<.01), which means when teachers with high levels of TPACK have higher levels of TAM, the result could be significantly increased online education satisfaction. The researchers suggest some implications to improve learning and teaching with technology and to increase the faculty satisfaction in the context online language education

What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of attitudes, satisfaction, and loyalty toward this learning experience. The results indicate that NFC has an influence on these variables, significantly moderating how loyalty toward social media learning is formed. For high-NFC students, satisfaction with the learning experience is the most important variable to explain loyalty; whereas for low-NFC students, attitudes have a stronger effect. Different strategies are suggested, according to the learners' NFC levels, for increasing the use of social media in personal learning environments. Practical implications for improving the integration of such informal resources into formal education are discussed.Junta de Andalucía – Programa Andaluz de I + D P12 SEJ 259

Building students' loyalty through superior university entities

This study expands a previous qualitative investigation of students’ experience of existing entities in higher education institutions (HEIs) of Malaysia. We specifically investigated how experience impacted students’ loyalty which eventually drove them to return to the same university for further studies. The Structural Equation Model with Partial Least Square (PLS-SEM) was done on a selected group of 200 undergraduates from these institutions. The findings illustrated the top three reasons that positively and significantly influenced their academic progression at the same university as Campus Infrastructure, Support System, and Teaching Quality. The study therefore concludes that if the average level of these three entities were good, then the level of Student Loyalty would also excel accordingly. The study highlights the need for HEIs to enhance their reputation by continuously improving and upgrading these identified entities to attract the university’s main stakeholders to come back for more quality learning experience

DUAL LANGUAGE PROGRAMME (DLP): MEDIATING EFFECTS OF READINESS, INTEREST AND CONFIDENCE ON STUDENTS’ SATISFACTION

Background and Purpose: Most research on Dual Language Programme (DLP) in Malaysia mainly focused on the teachers’ perceptions or challenges faced in implementing the programme in schools and only a few concentrated on the receiver of this programme – the students. Therefore, this study seeks to address this gap by examining factors which affect students’ satisfaction of DLP programme. &nbsp; Methodology: In this study, 105 DLP students from secondary schools in Pekan, Pahang, a state in the east coast of peninsular Malaysia, answered a four-point Likert scale questionnaire, ranging from strongly agree to strongly disagree. The questionnaire was first assessed by experts and after that, went through a pilot test. The Cronbach’s Alpha value recorded was 0.862. The data obtained were then analysed using Structural Equation Modelling (SEM). &nbsp; Findings: Findings indicate that the path coefficient of readiness to interest, readiness to confidence, and interest to student satisfaction are significant. However, the path coefficient for confidence and readiness to student satisfaction were not significant since p-value &gt; 0.05. In testing mediation, interest did mediate the relationship between readiness and student satisfaction with full mediation while confidence did not mediate the relationship between readiness and student satisfaction. Contributions: The contributions of this study lie in its empirical findings in understanding students’ satisfaction towards DLP programme in Malaysia. Additionally, it suggests the need for pragmatic and humanistic pedagogy in teaching Science and Mathematics in English. &nbsp; Keywords: Dual language programme (DLP), student satisfaction, Structural Equation Modelling, mediation, Science and Mathematics in English, Malaysia. &nbsp; Cite as: Masrom, U. K., Idris, M., &amp; Jusoh, Z. (2021). Dual Language Programme (DLP):&nbsp; Mediating effects of readiness, interest and confidence on students’ satisfaction. Journal of Nusantara Studies, 6(2), 1-20. http://dx.doi.org/10.24200/jonus.vol6iss2pp1-2

The Relationships between High School Subjects in terms of School Satisfaction and Academic Performance in Mexican Adolescents

Adolescents’ academic performance and the way it is related to their subjective wellbeing are issues of great interest across educational systems. The purpose of this study was to ascertain how satisfaction with high school subjects can predict school satisfaction and academic performance in Mexican students. The sample consisted of 457 high school students in the Baja California and Nuevo León states in Mexico (247 boys, 210 girls); their mean age being 14.10 (SD = 0.84). We used a questionnaire featuring a subject satisfaction scale, an intrinsic school satisfaction scale, and one related to academic grades. We used descriptive analyses, correlations, and structural regression models. In terms of results, the high satisfaction and academic performance levels in physical education, Spanish and English are worth highlighting. Geography and history are the most relevant predictors of academic grades, while Spanish predicts school satisfaction and physical education predicts boredom. In conclusion, satisfaction with mathematics, Spanish, and English are strong predictors of satisfaction (SATF), and the latter in turn predicts Mexican high school students’ academic performance