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ERIC Number: ED491688
Record Type: Non-Journal
Publication Date: 2005-Apr
Pages: 20
Abstractor: Author
Reference Count: 20
ISBN: N/A
ISSN: N/A
Perceptions of Online Learning Quality Given Comfort with Technology, Motivation to Learn Technology Skills, Satisfaction, and Online Learning Experience.
Rodriguez, Michael C.; Ooms, Ann; Montanez, Marcel; Yan, Yelena L.
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, Apr, 2005)
Online courses are appearing at a high rate, increasing the competitiveness of the distance learning market. Reluctance to invest in this area is due to cost and quality concerns. This study reports the findings of a survey of 700 professional and graduate education students regarding their comfort with technology, satisfaction with those experiences, and perceived quality, given their experience with online or hybrid courses. A structural equation model yielded strong fit to the data. For students with online course experience, comfort with technology was related to satisfaction with online course experience which was related to perceived quality; motivation to learn more about technology was also related to satisfaction of online learning experience. For students with hybrid online course experience (WebCT), comfort was related to satisfaction and motivation; motivation was also related to satisfaction; and satisfaction was ultimately related to perceived quality. In this group (WebCT), comfort was also directly related to perceived quality. Finally, among students with no online course-related experiences, comfort was related to motivation to learn about technology, but neither of these factors were related to perceived quality of online courses. For students with limited or no online course experience, perceptions of online course quality were more difficult to explain. (Contains 6 tables and 3 figures.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A