Online support service quality, online learning acceptance, and student satisfaction

Lee, Jung Wan

doi:10.1016/j.iheduc.2010.08.002

Cited by 269 publications

(241 citation statements)

References 24 publications

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“…Students completing courses wholly online are often limited in their access to the entire variety of support services a university offers, compared to their on-campus counterparts (Lee, 2010). The "four pillars" of supporting student success (see Figure 3 below) are often the intangibles that educators might take for granted when providing fully online courses.…”

Section: Online Environment: Student Support and Well-being Servicesmentioning

confidence: 99%

“…The "four pillars" of supporting student success (see Figure 3 below) are often the intangibles that educators might take for granted when providing fully online courses. These pillars include online-friendly academic supports (Coonin et al, 2011;Huwiler, 2015), assistance with navigating technology (Lee, 2010), health and well-being facilities (Anderson, 2008), and a sense of belongingness, or community (Kumar and Heathcock, 2014).…”

Section: Online Environment: Student Support and Well-being Servicesmentioning

confidence: 99%

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Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

et al. 2017

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Demand for flexible online offerings has continued to increase as prospective students seek to upskill, re-train, and undertake further study. Education institutions are moving to intensive modes of online study delivered in 6-to 8-week study periods which offer more frequent intake periods. Prior literature has established key success factors for nonintensive (12-13 weeks) online offerings; for teachers, skill development is critical to promote a flexible, responsive approach and maintain technological capabilities; for students, an ability to navigate the technology, interact with the learning environment in meaningful ways, and self-regulate learning is important, as the absence of physical infrastructure and opportunities for face-to-face interactions in online environments places a greater emphasis on alternate forms of communication and support. The current paper explores known best practice principles for online instructors, students, and student support and considers how these might apply to intensive online environments. It is suggested that the accelerated nature of learning in intensive settings may place additional demands on students, instructors, and support mechanisms. Further research is imperative to determine predictors of success in online intensive learning environments.

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Section: Online Environment: Student Support and Well-being Servicesmentioning

confidence: 99%

Section: Online Environment: Student Support and Well-being Servicesmentioning

confidence: 99%

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

et al. 2017

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“…They further contended that performance expectancy, effort expectancy, and social influence were direct determinants that predicted intentions to use technology, and facilitated the direct determinants conditions of usage behaviour. Some researchers have tried to apply TAM and its extended models in educational contexts, such as in the adaptations of e-learning systems or Web-based learning environments (Lee, 2010;Liao, To, Liu, Kuo & Chuang, 2011;Maldonado, Khan, Moon & Rho, 2009). …”

Section: Acceptance and Use Of Technology: The Utaut Modelmentioning

confidence: 99%

Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective

Yueh

Huang

Chang

2015

AJET

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The purpose of this study was to investigate what factors affect students' adaptation and continued use of a Wiki system for collaborative writing tasks through an extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). This study was conducted in a general education course in a university in northern Taiwan. Data were collected from surveys of 103 students after their continued writing on the CourseWiki system for one semester. With structural equation model (SEM) analysis, results from this study partially confirm that, in the UTAUT model, factors of social influence have direct and significant effects on students' actual usage of the Wiki system. Moreover, students' actual use of the Wiki influences their intention of future use. This study successfully applies the extended UTAUT model and tests the predictive power in determining students' acceptance of a Wiki system in terms of their actual use and their behavioural intentions of future use. It further provides suggestions for future research and practice, and should contribute to theoretical understanding as well as practical application of learning technology in post-secondary teaching.

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“…Lee [11] reported that students' perception of the quality of online service could be seen as a key factor affecting their behavioral intent towards accepting e-learning [3]. Thus, this led us to test the following hypothesis:…”

Section: H3: the Influence Of Professors Has A Positive Effect On Thementioning

confidence: 99%

Factors Influencing the Acceptance of M-Learning by Students of Higher Education in Morocco

Lebzar

Jahidi

2018

IJERMT

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Online support service quality, online learning acceptance, and student satisfaction

Cited by 269 publications

References 24 publications

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective

Factors Influencing the Acceptance of M-Learning by Students of Higher Education in Morocco

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