Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model

被引：239

作者：

Joo, Young Ju ^{[2
]}

Lim, Kyu Yon ^{[1
]}

Kim, Eun Kyung ^{[3
]}

机构：

[1] Ajou Univ, Univ Coll, Preserv Teacher Educ Program, Suwon 441749, South Korea

[2] Ewha Womans Univ, Dept Educ Technol, Seoul, South Korea

[3] Ewha Womans Univ, Grad Sch, Dept Educ Technol, Seoul, South Korea

来源：

COMPUTERS & EDUCATION | 2011年 / 57卷 / 02期

关键词：

Distance education and telelearning; Post-secondary education; Learning communities; COGNITIVE PRESENCE; COMMUNITY; FRAMEWORK; INQUIRY;

D O I：

10.1016/j.compedu.2011.02.008

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

Learners' satisfaction and persistence are considered critical success factors in online universities where all of the teaching and learning activities are carried out online. This study aims to investigate the structural relationships among perceived level of presence, perceived usefulness and ease of use of the online learning tools, learner satisfaction and persistence in an online university located in South Korea. The specific predictors were teaching presence, social presence, cognitive presence, and perceived usefulness and ease of use. Structural equation modeling (SEM) was used to provide cause-and-effect inferences. The study participants were 709 learners who enrolled in a Korean online university in 2009 and responded to online surveys. The results indicated that teaching presence, cognitive presence, and perceived usefulness and ease of use were significant predictors of learner satisfaction, which was found to be a significant mediator of predictors and persistence. The findings provided substantial implications for designing and implementing teaching and learning strategies in online university environments. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：1654 / 1664

页数：11

共 45 条

[1]

[Anonymous], 2005, J ASYNCHRONOUS LEARN

[2] Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample [J].

Arbaugh, J. B. ;

Cleveland-Innes, Martha ;

Diaz, Sebastian R. ;

Garrison, D. Randy ;

Ice, Philip ;

Richardson, Jennifer C. ;

Swan, Karen P. .

INTERNET AND HIGHER EDUCATION, 2008, 11 (3-4) :133-136

[3]

Barclay D., 1995, Technology Studies, V2, P284

[4]

Biocca F., 2003, VEN IT EU PRES RES C

[5]

Chih-Hsiung Tu, 2002, American Journal of Distance Education, V16, P131, DOI 10.1207/S15389286AJDE1603_2

[6] Usability, quality, value and e-learning continuance decisions [J].

Chiu, CM ;

Hsu, MH ;

Sun, SY ;

Lin, TC ;

Sun, PC .

COMPUTERS & EDUCATION, 2005, 45 (04) :399-416

[7] PERCEIVED USEFULNESS, PERCEIVED EASE OF USE, AND USER ACCEPTANCE OF INFORMATION TECHNOLOGY [J].

DAVIS, FD .

MIS QUARTERLY, 1989, 13 (03) :319-340

[8] Researching the community of inquiry framework: Review, issues, and future directions [J].

Garrison, D. Randy ;

Arbaugh, J.B. .

Internet and Higher Education, 2007, 10 (03) :157-172

[9] Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework [J].

Garrison, D. R. ;

Cleveland-Innes, Martha ;

Fung, Tak Shing .

INTERNET AND HIGHER EDUCATION, 2010, 13 (1-2) :31-36

[10]

Garrison D.R., 2004, Journal Of Asynchronous Learning Networks, P61, DOI [10.24059/olj.v8i2.1828, DOI 10.24059/OLJ.V8I2.1828]

← 1 2 3 4 5 →