The impact of perceived quality of online interaction on satisfaction of international student interactions in higher education

Abstract

Online learning is a necessary teaching method for higher education institutions to cope with future unpredictable events. This study aims to investigate the impact of four forms of perceived quality in online interaction on the satisfaction of international students. The four types of online interaction considered are Teacher-Student Interaction (TSI), Student-Student Interaction (SSI), Student-Content Interaction (SCI), and Student-Interface Interaction (SII). Employing a quantitative research approach, we used a questionnaire for data collection in the investigation. The questionnaire underwent rigorous assessment for reliability and validity. The population of this study consists of a university in Zhejiang Province, China, with over 2,000 international students enrolled in 2019. Utilizing a stratified random sampling technique, we selected 320 international students exclusively participating in 100% online courses. Data analysis, conducted using SPSS 26.0, included descriptive analysis, correlation analysis, and multiple linear regression analysis. The research findings underscore the critical role of the perceived quality of three types of interactions—TSI, SSI, and SCI—in influencing student satisfaction with online learning interactions. This study contributes to enriching research on international student satisfaction with online interaction, providing valuable insights for educators and institutions aiming to enhance the quality of online learning experiences.

Keywords:

• online interaction
• perceived quality
• student satisfaction
• online learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Authors’ contributions

XW is responsible for writing the paper, and ABH is responsible for supervising and directing the entire research. XW and HY are responsible for the collection of empirical data and data analysis. ABH and HSP oversaw and directed the data analysis process and results. All authors participated in the literature review, discussion and conclusion of this study.

Data availability statement

The datasets analysed during the current study are not publicly available as the permission for data sharing is not taken from the respondents.

Supplementary data

Supplemental data for this article can be accessed online at https://doi.org/10.1080/2331186X.2023.2293454

Additional information

Funding

This work was not supported by any funding.

Notes on contributors

Aminuddin Bin Hassan

Aminuddin Hassan is a distinguished scholar in the field of Philosophy of Education, currently affiliated with Universiti Putra Malaysia. With expertise in unraveling the philosophical underpinnings of education, he contributes significantly to the understanding of education’s profound impact on society. You can reach him via email at [email protected].