No abstract

Presently online courses have been a big agenda in educational institutes apart from their academic hours and to engage students more in their studies apart from their involvement in academic hours. The purpose of this study is how the online program quality can be improved from both a business point of view as well as for the understanding of student's expectations from an online program irrespective of one's interest. In this study, researchers tried to analyze the relationship among various factors involved leading to student satisfaction which become the source of successful online programs. This study applied SEM on smart PLS to analyze a survey of 100 respondents and found that Online program quality Perception is the multifaceted dimension, and it also involves quality instructors who also seen as a significant construct. Based on the literature review and discussions presented the theoretical framework for online learning program course quality was developed. Findings indicate that high student satisfaction is relatively associated with the user-friendly interface, which eases the students to further continue with the course. Along with these quality instructors also contribute much to student satisfaction. Content of course, although assumed to be essential along with the online discussion on forums it was found not significant, which is a surprise and unexpected finding. Based on calculations and modeling estimates, the model is in the best fit. The results show in the form of external loadings of every construct, which is given below explains the variance of respective latent constructs. It was also found that factors are contributing to perceived online program effectiveness which are Course Content, Online Assignments, Interaction with Peers, Quality Instructors, and User Interface respectively. Keywords: the online program, student satisfaction, MOOCS, program effectiveness, quality instructors, higher education.

No abstract

No abstract

No abstract