The Study on Affecting Factors of Learners’ Satisfaction of Online Course Platform

Online course platforms have many advantages.Many universities establish online course platforms for online courses.Students\u27 satisfaction with the online course platform largely determine the adopt of online course platform. In this paper, students in JiuJiang University Jiangxi province are regarded as research objects. Moderating variables are Big Five personality traits.Dependent variables are reliability, navigation,richness, friendliness and aesthetics. Independent variable is satisfaction.A learners’ satisfaction model of online course platform is established. The collected 368 valid questionnaires are processed by Amos20.0 and spss17.0.The reliability and validity of questionnaires is reasonably. Confirmatory factor analysis is conducted. The hypotheses of structural equation model is also confirmed.The moderating effect of personality traits is partly verified by using grouping regression and hierarchical regression. The results shows that: firstly, the reliability, navigation, richness, friendliness and aesthetics of the online course platform are significantly positively related to satisfaction; secondly, apart from conscientiousness grouping,the remaining four personality traits have some moderating effect on the relationship between satisfaction and reliability, navigation, richness, friendliness, aesthetics of online course platform. Finally, the article makes a conclusion and proposes suggestions, limitations and directions of future research

Factors influencing student satisfaction and perceived learning in online courses

Online education, with its genuine characteristics, has changed the way students experience learning processes. This fact led research to study the aspects of online learning settings that influence the way students experience their learning, and several aspects were identified from this effort. However, usually each study focuses on only one or a few of these aspects, and some results are contradictory. In this study the authors consider together, in an integrated model, most of the aspects identified by the literature in order to determine which aspects are more influence for students' satisfaction and perceived learning. With this aim, they conducted a correlation and ANOVA analysis on the responses to a questionnaire answered by 499 students of higher education social sciences online courses in the USA, China and Spain. They found that the most influential aspects of the online courses in social sciences on students' satisfaction and perceived learning were learning content and course design

EDITORIAL

The Scholar: Human Sciences, a journal encompassing the fields of humanities and social sciences, has earned acclaim in the Thailand Citation Index (TCI) as a prominent publication since 2015. It currently holds the esteemed TCI: TIER2 classification. We take great pride in presenting the latest issue, Scholar: Human Sciences Vol. 15 No. 2 (July – December 2023), which features a collection of manuscripts that have undergone rigorous evaluation. Each submission has been meticulously reviewed through a blinded review process by three specialized reviewers from different institutions, both internal and external to the authors. This peer-reviewed accreditation ensures the scholarly quality and integrity of the published articles. This  issue  covers  twenty-six  articles.  The  first  article  titled “Drivers of Behavioral Intention to Adopt Hybrid Education of Undergraduates in Arts and Design's in Chengdu, China” aims to determine drivers of behavioral intention to use hybrid education of undergraduate students in Arts and Design in three universities in Chengdu, China. The  second  article  titled “Attitude Towards Use and Behavior Intention of Online Art Appreciation Courses in Public Universities in Yunnan, China” aims to develop a model to predict the key factors affecting the behavior intention to adopt online art appreciation courses of undergraduate students. The  third  article  titled “Undergraduates’ Behavioral Intention to Use E-Guests to Facilitate Online Learning in The Public Universities in Chongqing, China” aims to evaluate the determinants that significantly affect undergraduate design students’ behavioral intentions to invite e-guests in online education from three essential public universities in Chongqing, China. The  fourth  article  titled “Behavioral Intention to Use E-learning: A Case Study of Apparel School Students at Chengdu Textile College in China” aims to study significant factors of school of apparel students’ behavioral intention to utilize e-learning at Chengdu Textile College, including perceived ease of use, perceived usefulness, attitude, self-efficacy, performance expectancy, social influence and behavioral intention. The fifth articled titled “Factors Impacting Customer Loyalty of Online Shopping: A Case Study of China’s E-Commerce Platforms” aims to investigate the factors impacting satisfaction, commitment, and customer loyalty of online shopping. The  sixth  article  titled “Behavioral Intention to Use Mobile Reading Apps Among Female Students in Chengdu, China” aims to analyze the factors affecting behavioral intentions of female students in Chengdu, China, to use and purchase mobile reading applications. The  seventh  article  titled “Factors Affecting Students’ Continuous Intention to Use Online Art Education Software in Chengdu, China” explores the analysis of factors influencing the continuous use of online art education software by private art education institutions in Chengdu, Sichuan Province, China. The eighth article titled “French Horn Students’ Performance Improvement and Perceptions of Learning through Synchronous Virtual Classroom: An Empirical Research at Hunan Normal University” aims to use a synchronous virtual classroom course to assess the sample participants’ performance improvement and perceptions; and then to analyze and evaluate the results from the assessment. The ninth article titled “Influential Factors of Travel Bubbles Intention During COVID-19 among Cambodians in Siem Reap and Preah Sihanouk” aims to examine the influential factors of travel bubbles intention during COVID-19 among Cambodians in Siem Reap and Preah Sihanouk. The  tenth  article  titled “The Improvement of Service Quality of Service Quality in Prefabricated Steel Structure Construction Process” aims to investigate customers' perceptions of service quality and present guidelines for improving services in prefabricated steel structure management. The  eleventh  article  titled “The Assessment on Consumer Satisfaction and Use Intention of B2C E-Commerce Platform in Chongqing, China” assesses the factors affecting the satisfaction and use intention of Chongqing residents toward e-commerce platforms, including service quality, information quality, system quality, perception of ease of use, perception of usefulness, intention, and satisfaction. The  twelfth  article  titled “The Determinants of Behavioral Intention to Use Mobile Reading Apps of Collage Students in Chongqing, China” aims to examine the determinants of behavioral intention of college students in Chongqing who have mobile reading experience of excellent Chinese traditional culture. The  thirteenth  article  titled “An Examination on Online Learning Adoption of Postgraduate Students in Chengdu, China During COVID-19” aims to examine the online learning adoption of college students in Chengdu, China. Technology acceptance model (TAM) and the unified theory of acceptance and use of technology (UTAUT) incorporates perceived ease of use, perceived usefulness, attitude, social influence, facilitating conditions, behavioral intention, and use behavior. The  fourteenth  article  titled “Investigating Continuance Intention to Use E-Learning of Female Students Majoring in Music in Chengdu” aims to investigate the impact of system quality, subjective norms, interactivity, course content quality, perceived usefulness, and satisfaction on the continuance intention to use e-learning of music major college students in Chengdu, China. The fifteenth article titled “Determinants of Patients’ Behavioral Intention and Loyalty in Private Hospitals in Chengdu, China” aims to investigate the causal relationship between medical cost reasonableness, healthcare technicality, interpersonal behavior, service quality, patient satisfaction, behavioral intention, and patient loyalty. The  sixteenth  article  titled “The Determinants of Behavior Intentions to Use Chinese Animation and Comics Platforms of Senior Students in Chengdu, China” investigates the determinants of behavioral intentions to use Chinese animation and comics platforms of senior students in Chengdu, China. The  seventeenth  article  titled “An investigation on Senior Students’ Behavioral Intention to Use Tencent Meeting for Legal Course in Chengdu, China” examines senior students’ behavioral intention to use Tencent meeting for the legal course in Chengdu, China. The eighteenth article titled “Determinants Influencing Middel School Students’ Loyalty to Intangible Cultural Heritage in Mianyang, China ” aims to evaluate the essential determinants that significantly impact students’ loyalty to intangible cultural heritage art practice courses in three secondary schools in Mianyang, China. The  nineteenth  article  titled “Measuring First-Year Students’ Behavioral Intention and Use Behavior of Chaoxi Online Learning Platform to Study Mental Health Course in Chengdu, China” aims to measure first-year students’ behavioral intention to use Chaoxi online learning platform to study mental health courses in Chengdu, China. The twentieth article titled “Determinants of Taxpayers’ Use Behavior of Cambodia Road Tax Mobile Payment in Siem Reap” examines determinants of taxpayers’ use behavior of Cambodia Road Tax Mobile Payment Application (CRTMPA) in Siem Reap. The twenty-first article titled “English for Tour Operators and Tour Guides: Learning Needs from Stakeholders’ Voices” aims investigate learners’ needs through a survey to develop a course English for Tour Operators and Tour Guides as tourism has been one of the fastest-growing industries in the 21st century. The twenty-second article titled “Purchase Intention of Potential Hypertension Patients on Innovative Personal Health Assistant Services: A Case of a Private Hospital in Bangkok” aims to examine the significant impact of brand image, perceived service quality, patient satisfaction, and word of mouth on purchase intention on innovative personal health assistant services of patients with the potential to have hypertension. The twenty-third article titled “Influential Factors of Usage Behavior of Potential Hypertension Patients to Use Personal Health Assistant Service and Technology in a Private Hospital in Bangkok” aims to investigate the determinants of behavioral intention toward using personal health assistant services and technology for potential hypertension patients in a private hospital in Bangkok. The twenty-fourth article titled “Analysis of Undergraduate Students’ Behavioral Intentions and Usage Behavior of Online Learning Platforms in Chengdu, Sichuan, China” examines the factors affecting behavioral intention and usage behavior of online learning platforms among undergraduate students in Xihua University in Chengdu, Sichuan, China. The twenty-fifth article titled “The Influence of Service Quality Aspects on Satisfaction and Loyalty of Graduate Students in Chongqing, China” aims to determine the significant effect of faculty services, campus infrastructure, academic aspects, university reputation, and access to university services to determine student satisfaction and student loyalty. The twenty-sixth article titled “Determinants of Satisfaction and Continuance Intention to Use Cloud-Based E-Learning Among Undergraduate Students in Ningxia Universities” examines what factors affect the satisfaction and continuance intention of college students majoring in English translation and interpreting on cloud-based e-learning

Who are the Open Learners? A Comparative Study Profiling non-Formal Users of Open Educational Resources

Open educational resources (OER) have been identified as having the potential to extend opportunities for learning to non-formal learners. However, little research has been conducted into the impact of OER on non-formal learners. This paper presents the results of a systematic survey of more than 3,000 users of open educational resources (OER). Data was collected between 2013 and 2014 on the demographics, attitudes and behaviours of users of three repositories. Questions included a particular focus on the behaviours of non-formal learners and the relationship between formal and non-formal study. Frequency analysis shows that there are marked differences in patterns of use, user profiles, attitudes towards OER, types of materials used and popularity of different subjects. The experience of using OER is fairly consistent across platforms in terms of satisfaction and impact on future behaviour. On the whole, non-formal learners surveyed were highly positive about their use of OER and believe they will continue to use them. With regards to this making formal study more likely some degree of polarization was observed: some believed formal study was now more likely, while others felt it made this less likely. On the whole, while non-formal learners are enthusiastic about using free and online resources, the language and concept of OER does not seem to be well understood in the groups surveyed. A range of findings relating to OER selection and use as well as differences between repositories are explored in the discussion

The potential of mobile phones to transform teacher professional development

Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world’s largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project’s greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result EIA is currently using a mobile phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kit—known as the ‘trainer in your pocket’—to foster a ‘quiet revolution’ in the provision of teacher professional development at scale to an additional 67,500 teachers and 10 million students

Using a Cloud Based Collaboration Technology in a Systems Analysis and Design Course

In order to effectively prepare the next generation of IT professionals and systems analysts, it is important to incorporate cloud based online collaboration tools into the coursework for developing the students' cooperative skills as well as for storing and sharing content. For these pedagogical and practical reasons, Google Drive has been used at a medium-sized institution of higher education in New Zealand during the Systems Analysis and Design course. Ongoing and successful use of any learning technology requires gathering meaningful feedback from students, and acting as a mentor during their learning journey. This study has been developed and implemented to help students enjoy the collaborative technology and to help increase their satisfaction and commitment. In order to overcome the obstacles that may prevent students from using Google Drive optimally, an initial survey has been conducted to better understand the influential factors and issues. Furthermore, this study aims at promoting various types of collaboration and sharing: seeing and learning from other students' work, receiving direct suggestions from others, and allowing others to edit documents that belong to them. Following the results of the first quantitative survey, numerous teaching strategies were formulated and implemented. A final qualitative survey was done at the end of the course for students to evaluate their project work. The results of this study also provide original practical and theoretical implications that may be of interest to other researchers, course designers, and teachers

Factors Influencing Students’ Satisfaction with Online Learning via Blackboard in a Physics Course at King Saud University During the COVID-19 Pandemic

الملخص: إن انتشار جائحة كورونا في جميع أنحاء العالم أثر على العملية التربوية، إذ أن معظم المؤسسات التعليمية أغلقت أبوابها وتحولت من التدريس الصفي المعتاد إلى منصات التعلم عن بُعد لحماية طلبتها من خطورة هذه الجائحة. يُعتبر رضا الطلبة عن المقررات في التعلم عن بُعد عامل حاسم في تحديد مدى فاعلية التعلم عن بُعد ونجاحه. إن الاستعمال الواسع للتعلم عن بُعد يحتاج إلى استقصاء العوامل المؤثرة في رضا الطلبة عن هذا النوع من التعلم، وذلك من أجل زيادة فعاليته وتحسين بيئته. هدفت الدراسة الحالية إلى استقصاء العوامل المؤثرة في رضا الطلبة عن التعلم عن بُعد بواسطة بلاكبورد في مقرر للفيزياء بجامعة الملك سعود خلال جائحة كورونا (كوفيد-19). استخدمت الدراسة استبانة جينس وإيليس (Ginns & Ellis, 2007) لاستكشاف رضا 334 طالبًا وطالبةً من طلبة الكليات الصحية الذين يدرسون مقرر للفيزياء في السنة الأولى من دراستهم الجامعية. أشارت نتائج الدراسة إلى وجود ارتباطات قوية وموجبة بين رضا الطلبة عن التعلم عن بُعد وجميع العوامل المقترحة، وهي، جودة التدريس، وجودة مصادر التعلم، ومناسبة حجم العمل، وتفاعل الطلبة، وأن جميع هذه الارتباطات ذات دلالة إحصائية عند مستوى دلالة (0.01). هذه النتائج تُظهر أن جميع العوامل المقترحة تؤثر بشكل دال وموجب وقوي في رضا الطلبة عن التعلم عن بُعد في مقرر الفيزياء.Abstract: The spread of the COVID-19 pandemic across the world has disrupted the education process. Most educational institutions have closed and shifted from traditional classroom instruction to online learning platforms to protect students from viral exposures. Students’ satisfaction with online courses is considered a significant factor in predicting the effectiveness and success of online learning. The resulting wide use of online learning calls for an exploration of the factors influencing student’s satisfaction with this mode of learning. The study aimed to explore factors influencing students’ satisfaction with online learning via Blackboard in a physics course at King Saud University. The Course Experience Questionnaire CEQ (Ginns & Ellis, 2007) was applied to explore the satisfaction of 334 undergraduate first year Health Colleges students. The results revealed that there was a positive strong correlation coefficient between students’ satisfaction with online learning of the physics course and all the proposed factors, namely online teaching quality, online resources quality, online appropriate workload, and online students’ interaction, and all of these coefficients were also statistically significant at the 0.01 level. These results show that all the proposed factors significantly, positively, and strongly influenced the students’ satisfaction with online learning of the physics course

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Low computer anxiety (CA) and high computer self-efficacy (CSE) levels are important affective factors that promote students’ academic success in the current digital era. In an effort to understand their role in successful and effective participation in online learning environments for language learning purposes, the study investigated their effect on 331 undergraduate L2 learners’ self-reported assessments of their digital literacy skills and on the level of satisfaction they express with the online component of their English for Specific Purposes course in higher education in Greece. Data were gathered via four survey questionnaires that elicited relevant information on participants’ digital literacy level, learner satisfaction, computer anxiety and self-efficacy respectively. Statistical analysis of the results revealed an overall adequate level of students’ digital literacy skills and a high level of satisfaction with all aspects of the online module of the blended learning course. Females reported a lower level of CA and a higher level of CSE. CA was found to be the strongest predictor of learners’ digital literacy skills assessments and CSE of learner satisfaction perceptions, resulting in overall higher IT use and positive attitudes to the course

OER Evidence Report 2013-2014

The Open Educational Resources Research Hub (OER Research Hub) provides a focus for research, designed to give answers to the overall question ‘What is the impact of OER on learning and teaching practices?’ and identify the particular influence of openness. We do this by working in collaboration with projects across four education sectors (K12, college, higher education and informal) extending a network of research with shared methods and shared results. The project combines: – Targeted research collaboration with high profile OER projects – A programme of international fellowship – Global networking and expertise in OER implementation and evaluation – A hub for research data and excellence in practice This report is an interim review of evidence recorded against the key hypotheses that focus the research of the OER Research Hub project