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Understanding the Effects of University Students' Interaction on Online Learning Continuance Intention
| Content Provider | Semantic Scholar |
|---|---|
| Author | Huang, Rui-Ting Jang, Syh-Jong |
| Copyright Year | 2012 |
| Abstract | Despite numerous studies focusing on the association between online learning interaction and satisfaction, few studies has investigated the relationship between learners’ perceived interaction and continuance intention. Although it has been found that learners’ age, gender, and prior experience could play a role in previous educational researches, further inquiries of demographic variables are still relatively rare in online learning studies. The primary purpose of this study was not only to investigate the key role of learners’ age, gender, and prior experience difference in online learning satisfaction and continuance intention but also to understand the effect of the perceived interaction on learners’ continuance intention. 122 online learning students from two universities in the southeastern United States participated in this study. An online survey was utilized to gather the data. The stepwise regression, one-way ANOVA, and Tukey’s Post Hoc Test were conducted to analyze the data. It was found that learners’ perceived usefulness, satisfaction, and learner-learner interaction had a positive effect on their continuance intention. Within four factors, the satisfaction appeared to have the most important influence on continuance intention. The results of one way ANOVA revealed that except for the prior-experience difference existing in the interaction between learners, no age, gender, or prior experience difference existed in the other online learning factors. The Tukey’s Post Hoc Test was performed to determine the differences between different prior-experience groups. It was demonstrated that the learners that had taken more than four online courses appeared to have a higher level of learner-learner interaction. In order to further enhance and maintain online learning effectiveness and efficiency, the institutions of higher education and online learning service providers should first focus on learners’ satisfaction with online |
| Starting Page | 273 |
| Ending Page | 289 |
| Page Count | 17 |
| File Format | PDF HTM / HTML |
| DOI | 10.4018/978-1-4666-0137-6.ch016 |
| Alternate Webpage(s) | http://www.igi-global.com/viewtitlesample.aspx?id=63068&ptid=58268&t=understanding+the+effects+of+university+students |
| Alternate Webpage(s) | https://doi.org/10.4018/978-1-4666-0137-6.ch016 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
