Online Learning Perceptions and Satisfaction: A Self-Determination Theory Analysis in Online and Blended Modalities (Poster 22)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Online Teaching and Learning SIG Poster Session II

Abstract

This study examined differences in college learners’ online learning perceptions between online and blended delivery modes and their influence on course satisfaction. Data were collected from 233 Taiwanese undergraduates enrolled in an “Internet Literacy and Ethics” course using the SDT-based Online Learning Perceptions Scale and the Overall Course Satisfaction Scale. Significant differences were found in perceptions of learning needs, personal learning enjoyment, and interaction between the two modes. Structural equation modeling revealed that flexibility in the online mode, and learning needs and personal learning preferences in the blended mode, significantly predicted overall course satisfaction. Interaction did not significantly affect satisfaction in either mode. The study recommends further research with pre-course surveys and mode-specific satisfaction measures for more comprehensive insights.

Author

• Huei-Chuan Wei, National Yang Ming Chiao Tung University