Examining Students' Satisfaction and Learning Autonomy through Web-Based Courses

Abstract

Web-based learning settings are more convenient than face-to-face learning settings, whereas they present additional opportunities for education that occurs in various environments. However, many educational institutions specially in the third world countries are not prepared for the challenges involved in offering quality Web-based courses. This research aimed to identify Web based courses effects on students' satisfaction and learning autonomy based on Moore's transactional distance theory (TDT) through web-based courses. Therefore, this study seeks to develop a model to measure students' background, students' experience, students' learning autonomy, students' dialogue with their instructor, and students' satisfaction. A quantitative approach was implemented in this study. Whereas a questionnaire was the major data collection tool, thus it was distributed amongst 377 learners. Furthermore, the obtained data was examined using AMOS-SEM. More specifically, SEM was applied for the independent variables which were dependent in a subsequent dependent correlation. The results showed that students' background, students' experience, students' learning autonomy, and students' dialogue there were positive and significant relationship with students' satisfaction. Additionally, the students had a feeling of satisfaction. Therefore, the results proposed a guideline for instructors of institutions of higher learning in Palestine to design and create webbased courses that would increase students' autonomy and satisfaction in the Web-based learning settings.

Task-Technology Fit Model: The Factors Affecting Students' Academic Performance in Higher Education

“…The validity of the content of the measuring scales was confirmed by the construction elements used in previous studies. The questionnaire consisted of two parts: the questionnaire items, in which basic demographic data (gender, age, institutions and specialization) were collected, and the questionnaire items, which were measured as following; social characteristics (SC) was adapted 5 items from [64,65,66,67], technology characteristics (TEC) was adapted 5 items from [68], task-technology fit (TTF) was adapted 5 items from [69], behavioral intention to use (BI) was adapted 5 items from [70,71], performance impact (PI) was adapted 5 items from [72,73], students' satisfaction (SS) was adapted to 6 items from [74,10], and finally, actual social media use (ASMU) was adapted 6 items from [7,51].…”

Learning Management System to Enhance the Research Capability of Public School Teachers

“…This study employed the descriptive research design. Some of the methods used by [17], [18] and [19] are also considered in this study.…”

Current Situation of Students’ Portal and Their needs: A Case Study in Saudi Arabia Universities: Students Perspective

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