An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

Cheng, Xusen; Huang, Jikun; Zarifis, Alex

doi:10.19173/irrodl.v17i1.2110

Cited by 13 publications

(6 citation statements)

References 36 publications

(71 reference statements)

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“…In conclusion, the success of the LMS on students' online learning experiences and academic achievement depends on the successful implementation of LMS. Educational curriculum and instruction are not only to improve students' test scores but also to help them develop self-regulation, goals setting, teamwork skills and service to a common good (Cheng et al 2016;Dabbagh and Kitsantas 2013;Duckworth and Yeager 2015). There are many different types of LMS to choose from today.…”

Section: Resultsmentioning

confidence: 99%

An exploratory study of students’ perceptions of learning management system utilisation and learning community

Tseng

2020

Research in Learning Technology

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Blackboard Learn is one of the learning management systems (LMSs), which is used in teaching to manage user learning interventions and assist in the planning, distribution and evaluation of a specific learning process. The purpose of this study was to investigate how the functionalities of Blackboard Learn were used in online courses and how students perceived the benefits of using them. Also, the study was to investigate how students’ perceptions of teaching, cognitive and social presences within the Community of Inquiry and perceived benefits of using Blackboard Learn were related to their learning efforts. The results revealed that students who consider Blackboard tools more beneficial on their learning are most likely to have higher perceptions of teaching presence. Moreover, students’ learning efforts were increased primarily by students’ perceptions on perceived benefits of using Blackboard and secondarily by students’ perceptions of social presences. In conclusion, utilising LMS tools effectively in online courses can benefit students’ course work and would motivate them to put more efforts on their learning.

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Section: Resultsmentioning

confidence: 99%

An exploratory study of students’ perceptions of learning management system utilisation and learning community

Tseng

2020

Research in Learning Technology

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“…Dai et al ( 2020 ) adopted ECM framework and find that students’ confirmation will lead to their satisfaction and positive attitude toward MOOC platform, thus increasing their continuance intention. Cheng et al ( 2016 ) investigated individuals’ responses to online collaborative learning and verified the positive effects of technology adoption on their satisfaction. In 2021, they also put forward a designed artifact to increase individuals’ satisfaction with collaborative learning (Cheng et al 2021b ).…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating Students’ Satisfaction with Online Collaborative Learning During the COVID-19 Period: An Expectation-Confirmation Model

et al. 2023

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The recent outbreak of COVID-19 posed discontinuous disruption to traditional learning modes worldwide. In order to keep social distance, online collaborative learning has become a necessity during the pandemic. However, our understanding of students’ well-being and satisfaction with online collaborative learning is limited, especially during the COVID-19 period. Leveraging expectation confirmation theory, this study focuses on the triggers and inhibitors of students’ cognitive load during online collaborative learning process and their subsequent satisfaction with the learning mode during the pandemic. We used a mixed-method approach in this study. We conducted a qualitative study with interview data and a quantitative study with surveys. The results indicate several psychological and cognitive antecedents of students’ cognitive load during online collaborative learning. Findings also indicate that a high level of cognitive load will decrease students’ perceived usefulness of the online learning platform and expectation confirmation, thus leading to a low level of satisfaction with online collaborative learning. This study can provide theoretical and practical implications for a better understanding of online student groups’ satisfaction with online collaborative learning during the COVID-19 period.

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“…However, it should be noted that successful deployment of VLEs in HEIs depends considerably on user acceptance (Raaij & Schepers, 2008) and their satisfaction. While satisfaction is considered to have a significant relationship with online events continuance (Cheng, Wang, Huang, & Zarifis, 2016), individuals' level of satisfaction of the use of VLEs impacts the future use of those technologies (Al-Khalifa, 2009;Bell & Farrier 2008;Cheng, 2011;Lin, 2012;Sumak et al 2011;Zafra et al 2011). It should also be noted that when VLEs are selected appropriately for content, they support learners by providing content, and independent learning, hence increasing learners' satisfaction.…”

Section: Satisfactionmentioning

confidence: 99%

“…Shubina (2016) compares users' satisfaction on three different Massive Open Online Course (MOOC) platforms. There are also some other studies using instruments based on satisfaction with process and satisfaction with outcome variables (Briggs, Reinig, & de Vreede, 2008Cheng et al, 2016;Reinig, Briggs, & de Vreede, 2009). Furthermore, the self-evaluation of students' satisfaction regarding the use of VLEs (e.g.…”

Section: Satisfactionmentioning

confidence: 99%

Development of a Scale to Evaluate Virtual Learning Environment Satisfaction

Hamutoğlu

Gemikonakli²,

Savaşçı

et al. 2018

International Journal of Assessment Tools in Education

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Recent advances in information and communication technologies (ICT) have resulted in improvements in the delivery of education. It is a wellknown fact that learning technologies currently have a pivotal role in education. Amongst them, Virtual Learning Environments (VLEs) are widely used in education. The role of VLEs in improving quality and interaction in education as well as enabling better achievement through the use of a wealth of activities in teaching and learning is widely reported in the literature. However, there is a gap regarding the development of measurement instruments, especially in the Turkish context. Therefore, this study reports the development of a scale to evaluate students' satisfaction with respect to the use of VLEs in educational settings to address this gap. The dimensions of the scale are contribution (CONT), satisfaction (SAT), and communication (COM), and the scale is formed of 13 items. The sample consists of students enrolled in the Department of Computer Education and Instructional Technologies, studying on blended and face-to-face learning programs. First, the reliability of the instrument was calculated by Cronbach Alpha coefficient and test-retest reliability correlation coefficient. The Cronbach Alpha coefficients were found to be 0.87, 0.83, and 0.81 for CONT, SAT, and COM sub-dimensions respectively. The overall reliability of the scale was 0.92. EFA and CFA were conducted on the data collected from two different sample groups (206 and 186 students for EFA and CFA respectively) for the validity analyses of the scale. Results confirm that the scale is valid and reliable. While the t-test analysis shows no significant difference between gender groups, ANOVA revealed significant differences when year of study is considered.

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An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative Learning

Cited by 13 publications

References 36 publications

An exploratory study of students’ perceptions of learning management system utilisation and learning community

An exploratory study of students’ perceptions of learning management system utilisation and learning community

Investigating Students’ Satisfaction with Online Collaborative Learning During the COVID-19 Period: An Expectation-Confirmation Model

Development of a Scale to Evaluate Virtual Learning Environment Satisfaction

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