Modeling learner satisfaction in an electronic instrumentation and measurement course using structural equation models

The prevailing tendency in modern university reforms is towards “how people learn,” following a learner-centered approach in which the learner is the main actor of the teaching-learning process. As a consequence, one of the key indicators of the teaching-learning process is the measurement of learner satisfaction within the classroom. Learner satisfaction has traditionally been measured using survey responses to a standard learning survey. However, more scientific analysis should be performed to assess adequately not only learner satisfaction but also the main dimensions that have a positive impact on learner satisfaction. The purpose of this paper is to define a structural and measurement model in which causal relationships among these different dimensions are adequately established. The methodology is based on a multivariate regression model (Structural Equation Models) to establish scientifically a structural model for learner satisfaction within a classroom, measuring its validity and reliability. The proposed approach has been applied to model learner satisfaction in an electronic instrumentation course at the University of Seville, Spain. The results and implications of this study will contribute to improve student satisfaction with respect to the dimensions considere

The Effect Of Social Presence On Teacher Technology Acceptance, Continuance Intention, And Performance In An Online Teacher Professional Development Course

The purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher\u27s acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to provide classroom teachers with the latest knowledge of research-based instructional reading strategies. The course was offered over a 10-14 week period during the Spring 2006 semester through a public state university. Structural equation modeling was used to create a path analytic model extending the TAM to include two additional constructs: sociability and social presence. In addition, gains in instructional reading strategies knowledge (performance) were examined. Using this expanded version of the TAM, the study examined the causal relationships between sociability, social presence, perceived usefulness, perceived ease of use, continuance intention, and gains. Online distance education research has indicated that social presence can influence post-secondary students\u27 attitude and persistence within a web-based course. However a paucity of research exists on how technology acceptance and social presence impacts teachers within an online teacher professional development setting. Path analysis, univariate analysis of variance, and independent t-tests in SPSS v12.0 for Windows were used to analyze the data. The results suggest that the hypothesized extended model was a good fit. The model did indicate that both perceived ease of use and perceived usefulness were determinants of teachers\u27 intent to continue using oTPD for future professional development needs

Examining e-Learners’ Preferences and Readiness Satisfaction: A Holistic Modelling Approach

Over the past several years, online learning has become an extremely popular research topic. Nevertheless, there continues to be a need for a holistic approach when examining online learning. To examine issues related to online learning as well as the effects caused to online learners; researchers in this study developed and tested a model that employed a holistic approach. The aim of this study was to investigate the effect of participants’ learning preferences and readiness to participate in online learning had on their overall satisfaction. The researchers utilized structural equation modelling to determine the relationships that occurred between variables. It was revealed in the results that e-Learners preferences and readiness, which constituted the primary components of this research model, did predict their level of satisfaction with e-learning

Acceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support

Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together perspectives from the literature on training and instructional design and technology acceptance, this research proposed a conceptual model to examine the influences of perceived individual and social learning support on employees' acceptance of competency-based e-learning systems. Structural equation modeling and multi-group structural equation modeling techniques were applied to sample data collected from work settings in Mainland China. The results show the positive effects of perceived individual learning support and perceived support for promoting a norm of cooperation on employees' intention to use the competency-based e-learning system. It was also found that perceived support for enhancing social ties had a negative effect on employees' behavioral intention. The gender, age, prior experience, and work experience differences in the main effects were also investigated. Besides, qualitative data collected via semi-structured in-depth interview provide complementary evidence to the findings. © 2011 Elsevier Ltd. All rights reserved.postprin

An Analysis of Presence in an Asynchronous Online Undergraduate Mastery Course Using Structural Equation Modeling

This study examined students’ perceptions of teaching, social, and cognitive presence in an online, asynchronous mastery course as they related to interaction and student course satisfaction. The study design used structural equation modeling to examine the relationships. Data was collected from 166 students who were enrolled in an asynchronous online mastery course, which covered information technology literacy skills. The study was conducted over three years using a questionnaire built upon three previously validated instruments: The Community of Inquiry (CoI) Survey (Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, & Swan, 2008), The Noel-Levitz Priorities Survey for Online Learners (Ruffalo Noel-Levitz, 2016) and the Distance Education Learning Environments Survey (Walker & Fraser, 2005). The results of the study included a confirmatory factor analysis and a structural equation model. Results showed that students’ perception of teaching presence had the strongest positive direct effect on student course satisfaction, while cognitive presence was not a significant predictor of course satisfaction. Cognitive presence was a significant positive predictor of interaction. Social presence had a positive effect on interaction, however interaction was not a significant predictor of course satisfaction. In addition, results showed that as students’ perception of social presence increased, their reported course satisfaction decreased. The results of this research enhance the understanding of how the interdependent relationships between teaching, social, and cognitive presence affect one another. This study adds to the literature on asynchronous online learning, mastery-type courses, can serve as a model for analyzing and improving online course design and implementation, and may be used for future research and development in similar contexts

The impact of students attention, preparation and attitude on satisfaction with online learning zone

Changes in technologies have changed our lives. Education field was not exempted from the current technological changes. Technology now plays an important role to improve accessibility in seeking knowledge and wisdom much faster and easier. The changes of Malaysia's education system and worldwide generally have taken steps to lead the field in using trusted online access to benefit the education sector. Public and private institutions in Malaysia have been taking advantage from ease of internet access to provide its students with more secure and reliable information more efficiency. Therefore, this study is to examine the level of acceptance using Learning Zone as a portal that helps learning process. In this study, three basic instruments of attention, preparation, attitude and user satisfaction (US) that use as to explain Learning Zone. Furthermore, this study examined whether attention and preparation will have an impact on the attitude to achieve satisfaction. Students of Universiti Utara Malaysia (UUM) which have access of using Learning Zone have been selected to participate in the study. A total of 349 usable data provide by the respondents is being used to achieve the objectives of the study. To empirically establish three objectives, correlation and regression analysis were used to examine whether attention and preparation will have any impact on user satisfaction. Evidently, the correlation analysis shows that there is a significant and strong positive correlation between attention, preparation, and attitude towards user satisfaction

Student loyalty assessment with online master\u27s programs

Relationship marketing is attracting, maintaining, and, in multi-service organizations, enhancing customer relationships. Educational programs and services, like those of businesses, depend highly on the repeated purchases of their loyal customers. The purpose of this descriptive research is to investigate the relationships between factors that may lead to student loyalty in online graduate educational programs. Specifically, the study seeks to examine the relationships between service quality, technology, trust, commitment and satisfaction, reputation and ultimately loyalty. A new model is presented, which includes the results of testing these variables. The results of this study concluded that satisfaction with the program has the highest degree of association with student loyalty. Although service quality was found to be one of the key correlates to student loyalty to the program in face-to-face educational settings, it was found to bean insignificant element in assessing student loyalty to the program in online courses. Surprisingly, the construct of technology was found to be an important factor, especially, the role of using synchronous online tools. The findings also support relationship marketing theory (Morgan & Hunt, 1994) and the roles of commitment and trust. However, this research found the role of commitment more important than that of trust. This study recognized reputation of the university as a vital mediator for building a mutually beneficial relationship between students and universities. The research includes implications to help service providers (educational institutions) improve their marketing strategies to ensure that online students (customers) remain with their desired online programs

The Effects Of Four Different Strategies Of Information Presentation I

The purpose of this study was to investigate whether learners\u27 computer self-efficacy and prior computer knowledge influence their performance and satisfaction when presented with various instructional strategies of information presentation in computer-based software training. Seventy-eight undergraduate students were randomly assigned into four groups (a) deductive-inquisitory, which present general information first and then require learner to generates examples, (b) deductive-expository, which present general information first then present examples, (c) inductive-inquisitory, which present examples first and then require learners to discover relationship, (d) inductive-expository, which present examples first then present general information. The instructional materials were computer-based Netscape Composer 7.1 tutorials. For the comparison of inductive-inquisitory and inductive-expository groups, results indicated that learners with higher computer self-efficacy not only performed better but also were more satisfied towards inductive-inquisitory strategy for information presentation. Learners with low computer self-efficacy benefited more from the inductive-expository approach of information presentation. Furthermore, for the comparison of deductive-expository and inductive-expository groups, learners with high computer self-efficacy performed better in deductive-expository strategy, while learners with low computer self-efficacy benefited more in inductive-expository strategy. Some of the research recommendations for further research included using a larger sample size for the generality of the finding, measuring how different instructional strategies influence the learners\u27 long term memory, and exploring other possible moderating factors and other strategies for information presentation that has positive impact on learners\u27 performance in and satisfaction towards computer based software training

Student engagement, student interactions and 'quality of use' in blended learning using flipped classroom

The research ofblended learning using flipped classroom is still at the early stage, hence the fundamental issues still unclear. Therefore, this study has examined the quality of use, by incorporating the quality constructs for entrepreneurship education. The framework was developed base on 'Quality of Use' Model underpinned by Luhmann's System Theory, Model of Online Learning and Social Learning Theory: Groups Nets and Sets. There were five variables tested in this study, namely satisfaction, efficiency, effectiveness, student interactions and student engagement. This study was conducted in two phases, firstly this study examined whether blended learning provide impacts on the studied variables. Later this study tested the relationship between variables based on the research framework. Data for the first stage were obtained through quasiexperimental among 90 students of entrepreneurship education for the Semester 201 54 in the Universiti Teknologi MARA Perlis. The results reveals that there were significant differences between treatment group and control group for all variables tested. Data for the second stage were collected through a self-administered survey questionnaires among 281 students of entrepreneurship education for Semester 20162 in the same university. This result reveals that student interactions have a significant relationship with satisfaction, efficiency, effectiveness. However, student engagement exhibits a significant influence to satisfaction, but insignificant influence to efficiency and effectiveness. Further analysis reveals that student interactions provides a partial mediation between student engagement and satisfaction and full mediation between student engagement and efficiency, as well as effectiveness. This study contributes to the development of quality framework for large enrollment in flipped classroom, a multi-method of data collection to ensure the appropriateness of variables selected, and a quality measure of blended learning in entrepreneurship education, as well as business management disciplines. Conclusions, limitation and suggestions for future studies are also highlighted