The Relationships Among College Students’ Online Learning Perception, Readiness, Course Satisfaction, and Learning Performance

• In Event: What Do We Know About Our Online Learners?

Abstract

This study aims to investigate the structural relationships among college students’ online learning perception, readiness (including computer/Internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy), course satisfaction, and learning performance in a general education online course in Taiwan. Structural equation modeling (SEM) was used to provide cause-and-effect inferences. The results indicated that: (a) online learning perception was a significant predictor of online learning readiness; (b) computer/Internet self-efficacy and motivation for learning were significant predictors of online discussion performance and course satisfaction; (c) computer/Internet self-efficacy was a significant mediator between online learning perception and online discussion performance/course satisfaction. The findings provided substantial implications for designing and implementing online teaching and learning strategies.

Authors

• Huei-Chuan Wei, Institute of Education - National Chiao Tung University

• Chien Chou, National Chiao Tung University