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ERIC Number: ED550843
Record Type: Non-Journal
Publication Date: 2013
Pages: 171
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-6392-5
Factors Contributing to Perceptions of Southeast Asian Learners Regarding Satisfaction and Quality in Online Education
Nong, Truong Duy
ProQuest LLC, Ph.D. Dissertation, Northcentral University
Online learning, or e-learning, has become popular and grown rapidly in the past few decades, especially in higher education. In 2007, 66% of postsecondary degree-granting institutions in the United States reported offering online education. With advances in technology and the Internet, online education has the potential to reach a diverse group of nontraditional, adult working learners. The literature on the Asian American learners' perceptions of online learning remained limited and there is virtually nothing related to the Southeast Asian American (SAA) learners who are of Cambodian, Laotian, and Vietnamese descents. Having access to higher education becomes a critical issue for the workforce because current and future economic forces require workers to have at least some postsecondary or higher education degree. The SAA's enrollment in higher education remains low given the flexible alternative of online learning. Prior studies have demonstrated that positive perceptions of satisfaction and quality influenced learners' choice to enroll and persist in online learning. It has been demonstrated that the interactions between instructor-student, student-student, and student-content as well as learning styles influenced learners' perception of online education. In this quantitative study, a multiple regression analysis was conducted to investigate to what degree the combination of interactions within the online environment and learning styles predict degree of satisfaction with and perceived quality of online education for SAA university learners. This study was conducted at a university in Houston, Texas; the target population was SAA learners. Results found that the interactions between instructor and student and among themselves predict the perception of satisfaction (R[superscript 2] = 0.066 and p = 0.007). A combination of all interactions had significant predictive power on quality of online (R[superscript 2] = 0.78 and p < 0.0001). Learning styles did not have predictive power on perceptions (R[superscript 2] = 0.009, p = 0.214). The conclusion of this study was that the interactions between instructor-student, student-student, and student-content have significant predictive power on the perceptions of satisfaction and quality of online education. It is recommended that online course designers and instructors to enhance interactions through course activities. For further research, the sample size should be increased to improve generalization. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas