Students’ Perceptions of Online-learning Quality given Comfort, Motivation, Satisfaction, and Experience
Michael C. Rodriguez
University of Minnesota
Ann Ooms
Kingston University, UK
Marcel Montañez
New Mexico State University
Abstract
Understanding factors in successful online course experiences can provide suggestions for instructors and students to promote improved learning experiences. A survey of 700 students regarding perceptions of online-learning quality was analyzed with a structural equation model. For students with online-learning experience, comfort with technology and motivation to learn technology skills were related to satisfaction with online courses, which was related to perceived quality. For students with hybrid-learning experience, comfort was related to motivation and perceived quality, motivation was related to satisfaction, and satisfaction was related to perceived quality. For students with no online-learning experiences, comfort was related to motivation to learn technology skills, but neither of these factors was related to perceived quality of online courses.
About the Author(s)...
Michael C. Rodriguez is an Associate Professor in Educational Psychology at the University of Minnesota. Dr. Rodriguez research is in the areas of item writing, test design, youth development, and the use of technology in the classroom and classroom assessment. He may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
Ann Ooms is a Senior Lecturer at Kingston University in the UK. Dr. Ooms research area of interest is the evaluation of educational uses of technology in PK-12 and post-secondary education, and educational research / evaluation methodology. She may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
Marcel Montañez is an Assistant Professor of Family and Child Science at New Mexico State University. Dr. Montañez’s interests include developmental psychology, longitudinal research methods, structural equation models, and evaluation research.
