What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction

E-learning is emerging as the new paradigm of modern education. Worldwide, the e-learning market has a growth rate of 35.6%, but failures exist. Little is known about why many users stop their online learning after their initial experience. Previous research done under different task environments ha...

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Veröffentlicht in:Computers and education Jg. 50; H. 4; S. 1183 - 1202
Hauptverfasser: Sun, Pei-Chen, Tsai, Ray J., Finger, Glenn, Chen, Yueh-Yang, Yeh, Dowming
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Elsevier Ltd 01.05.2008
Elsevier
Schlagworte:
Anxiety
Computer Attitudes
Distance Education
E-Learning
E-Learning management
Educational Strategies
Educational Technology
Learner satisfaction
Online Courses
Student Attitudes
Surveys
Teacher Attitudes
User Satisfaction (Information)
Learner satisfaction
E-Learning management
E-Learning
ISSN:0360-1315, 1873-782X
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Zusammenfassung:E-learning is emerging as the new paradigm of modern education. Worldwide, the e-learning market has a growth rate of 35.6%, but failures exist. Little is known about why many users stop their online learning after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with e-Learning. This study developed an integrated model with six dimensions: learners, instructors, courses, technology, design, and environment. A survey was conducted to investigate the critical factors affecting learners’ satisfaction in e-Learning. The results revealed that learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived satisfaction. The results show institutions how to improve learner satisfaction and further strengthen their e-Learning implementation.
Bibliographie:ObjectType-Article-2
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ObjectType-Feature-1
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ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2006.11.007