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

References

• Alhih, M., Ossiannilsson, E., & Berigel, M. (2017). Levels of interaction provided by online distance education models. Eurasia Journal of Mathematics, 13(6), 2733–12. https://doi.org/10.12973/eurasia.2017.01250a
   Google Scholar
• Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148. https://doi.org/10.1080/01587919.2018.1553562
   Web of Science ®Google Scholar
• Aydin, B. (2021). Determining the effect of student-content interaction, instructor-student interaction and student-student interaction on online education satisfaction level. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–9). USF M3 Publishing. https://www.10.5038/9781955833042
   Google Scholar
• Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/journal.509.2020.73.285.292
   Google Scholar
• Bervell, B., Umar, I. N., & Kamilin, M. H. (2020). Towards a Model for Online Learning Satisfaction (MOLS): Re-considering non-linear relationships among personal innovativeness and modes of online interaction. Open Learning, 35(3), 236–259. https://doi.org/10.1080/02680513.2019.1662776
   Web of Science ®Google Scholar
• Bringula, R. P., Alvarez, J. N., Evangelista, M. A., & So, R. B. (2018). Learner-interface interactions with mobile-assisted learning in mathematics: Effects on and relationship with mathematics performance. In K. P., Mehdi, C., Steve, J., Murray, B., Annie, & A., Ari-Veikko. (Eds.), K-12 STEM education: Breakthroughs in research and practice (pp. 305–321). IGI Global.
   Google Scholar
• Dakhi, O., Jama, J., & Irfan, D. (2020). Blended learning: A 21st century learning model at college. International Journal of Multi Science, 1(8), 50–65.
   Google Scholar
• Damary, R., Markova, T., & Pryadilina, N. (2017). Key challenges of on-line education in multi-cultural context. Procedia-Social and Behavioral Sciences, 237, 83–89. https://doi.org/10.1016/j.sbspro.2017.02.034
   Google Scholar
• Driver, M. (2002). Exploring student perceptions of group interaction and class satisfaction in the web-enhanced classroom. The Internet and Higher Education, 5(1), 35–45. https://doi.org/10.1016/S1096-7516(01)00076-8
   Google Scholar
• El Alfy, S., Gómez, J. M., & Ivanov, D. (2017). Exploring instructors’ technology readiness, attitudes and behavioral intentions towards e-learning technologies in Egypt and United Arab Emirates. Education and Information Technologies, 22(5), 2605–2627. https://doi.org/10.1007/s10639-016-9562-1
   Web of Science ®Google Scholar
• Garrison, D. R. (2009). Communities of inquiry in online learning. In P. L. Rogers, G. A. Berg, J. V. Boettcher, C. Howard, L. Justice, & K. D. Schenk (Eds.), Encyclopedia of distance learning (2nd ed., pp. 352–355). IGI Global.
   Google Scholar
• Giretti, I., Correani, A., Antognoli, L., Monachesi, C., Marchionni, P., Biagetti, C., Bellagamba, M. P., Cogo, P., D’Ascenzo, R., Burattini, I., & Carnielli, V. P. (2021). Blood urea in preterm infants on routine parenteral nutrition: A multiple linear regression analysis. Clinical Nutrition, 40(1), 153–156. https://doi.org/10.1016/j.clnu.2020.04.039
   PubMed Web of Science ®Google Scholar
• Goh, C., Leong, C., Kasmin, K., Hii, P., & Tan, O. (2017). Students’ experiences, learning outcomes and satisfaction in e-learning. Journal of E-Learning and Knowledge Society, 13(2), 117–128. https://doi.org/10.20368/1971-8829/1298
   Google Scholar
• Gunesekera, A. I., Bao, Y., & Kibelloh, M. (2019). The role of usability on e-learning user interactions and satisfaction: A literature review. Journal of Systems & Information Technology, 21(3), 368–394. https://doi.org/10.1108/JSIT-02-2019-0024
   Google Scholar
• Gunwardena, C. N., & McIsaac, M. S. (2004). Distance education. In D. H. Jonassen (Ed.), Handbook of research for educational communication and technology (pp. 355–395). Lawrence Erlbaum.
   Google Scholar
• Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., & Thiele, K. O. (2017). Mirror, mirror on the wall: A comparative evaluation of composite-based structural equation modeling methods. Journal of the Academy of Marketing Science, 45(5), 616–632. https://doi.org/10.1007/s11747-017-0517-x
   Web of Science ®Google Scholar
• Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed, a silver bullet. Journal of Marketing Theory & Practice, 19(2), 139–152. https://doi.org/10.2753/MTP1069-6679190202
   Google Scholar
• Hair, J. F., Sarstedt, M., & Ringle, C. M. (2019). Rethinking some of the rethinking of partial least squares. European Journal of Marketing, 53(4), 566–584. https://doi.org/10.1108/EJM-10-2018-0665
   Web of Science ®Google Scholar
• Hara, N., & Kling, R. (2001). Student distress in web-based distance education. Educause Quarterly, 24(3), 68–69.
   Google Scholar
• Hauke, J., & Kossowski, T. (2011). Comparison of values of Pearson’s and Spearman’s correlation coefficients on the same sets of data. Quaestiones Geographicae, 30(2), 87–93. https://doi.org/10.2478/v10117-011-0021-1
   Google Scholar
• Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). Learner‐interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30–42. https://doi.org/10.1080/08923649409526853
   Google Scholar
• Jiang, H., Islam, A. Y. M., Gu, X., & Spector, J. M. (2021). Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities. Education and Information Technologies, 26(6), 6747–6769. https://doi.org/10.1007/s10639-021-10519-x
   PubMed Web of Science ®Google Scholar
• Kumar, A., Mylapilli, S. P., & Reddy, S. N. (2019). Thermogravimetric and kinetic studies of metal (Ru/Fe) impregnated banana pseudo-stem (Musa acuminate). Bioresource Technology, 285, 121318. https://doi.org/10.1016/j.biortech.2019.121318
   PubMed Web of Science ®Google Scholar
• Kumar, P., Saxena, C., & Baber, H. (2021). Learner-content interaction in E-learning-the moderating role of perceived harm of COVID-19 in assessing the satisfaction of learners. Smart Learning Environments, 8(1), 1–15. https://doi.org/10.1186/s40561-021-00149-8
   Google Scholar
• Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001
   Web of Science ®Google Scholar
• Laurillard, D., Kennedy, E., Charlton, P., Wild, J., & Dimakopoulos, D. (2018). Using technology to develop teachers as designers of TEL: Evaluating the learning designer. British Journal of Educational Technology, 49(6), 1044–1058. https://doi.org/10.1111/bjet.12697
   Web of Science ®Google Scholar
• Lin, L., Huang, Z., Othman, B., Luo, Y., & Dragan, D. (2020). Let’s make it better: An updated model interpreting international student satisfaction in China based on PLS-SEM approach. PLoS One, 15(7), e0233546. https://doi.org/10.1371/journal.pone.0233546
   PubMed Web of Science ®Google Scholar
• Lin, C. H., Zheng, B., & Zhang, Y. (2017). Interactions and learning outcomes in online language courses. British Journal of Educational Technology, 48(3), 730–748. https://doi.org/10.1111/bjet.12457
   Web of Science ®Google Scholar
• Luckin, R., & Cukurova, M. (2019). Designing educational technologies in the age of AI: A learning sciences‐driven approach. British Journal of Educational Technology, 50(6), 2824–2838. https://doi.org/10.1111/bjet.12861
   Web of Science ®Google Scholar
• Mandernach, B. J., Donnelli, E., Dailey, A., & Schulte, M. (2005). A faculty evaluation model for online instructors: Mentoring and evaluation in the online classroom. Online Journal of Distance Learning Administration, 3(2), 1–10. https://doi.org/10.9743/JEO.2006.2.3
   Google Scholar
• Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34–43. https://doi.org/10.1016/j.iheduc.2019.04.001
   Web of Science ®Google Scholar
• Mason, B. J., & Bruning, R. (2001). Providing feedback in computer-based instruction: What the research tells us. http://dwb.unl.edu/Edit/MB/MasonBruning.html
   Google Scholar
• Monson, J. A. (2003). The importance of human interaction in online learning: Learner and instructor perceptions and expectations. Indiana University.
   Google Scholar
• Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Cengage Learning.
   Google Scholar
• Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3(1), 100101. https://doi.org/10.1016/j.ssaho.2020.100101
   PubMedGoogle Scholar
• Muzammil, M., Sutawijaya, A., & Harsasi, M. (2020). Investigating student satisfaction in online learning: The role of student interaction and engagement in distance learning university. Turkish Online Journal of Distance Education, 21(Special Issue–IODL), 88–96. https://doi.org/10.17718/tojde.770928
   Google Scholar
• Ong, S. G. T., & Quek, G. C. L. (2023). Enhancing teacher–student interactions and student online engagement in an online learning environment. Learning Environments Research, 26(3), 681–707. https://doi.org/10.1007/s10984-022-09447-5
   Google Scholar
• Purwanto, A. (2021). Partial least squares structural squation modeling (PLS-SEM) analysis for social and management research: A literature review. Journal of Industrial Engineering & Management Research, 2(4), 114–123. https://doi.org/10.7777/jiemar.v2i4.168
   Google Scholar
• Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102–120.
   Google Scholar
• Simamora, R. M. (2020). The challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning & Teaching, 1(2), 86–103. https://doi.org/10.46627/silet.v1i2.38
   Google Scholar
• Su, C. Y., & Guo, Y. (2021). Factors impacting university students’ online learning experiences during the COVID‐19 epidemic. Journal of Computer Assisted Learning, 37(6), 1578–1590. https://doi.org/10.1111/jcal.12555
   PubMed Web of Science ®Google Scholar
• Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28, 28. https://doi.org/10.25304/rlt.v28.2319
   Web of Science ®Google Scholar
• Udo, G. J., Bagchi, K. K., & Kirs, P. J. (2011). Using SERVQUAL to assess the quality of E-learning experience. Computers in Human Behavior, 27(3), 1272–1283. https://doi.org/10.1016/j.chb.2011.01.009
   Web of Science ®Google Scholar
• UNESCO-IBE. (2013). Glossary of curriculum terminology. http://www.ibe.unesco.org/fileadmin/user_upload/Publications/IBE_GlossaryCurriculumTerminology2013_eng.pdf
   Google Scholar
• Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605–632. https://doi.org/10.1007/s11159-019-09792-3
   Web of Science ®Google Scholar
• Wang, X., Hassan, A. B., Pyng, H. S., & Ye, H. (2023). Development and empirical study of international student satisfaction model of online course learning interaction in chinese universities. Education and Information Technologies, 28(12), 1–27. https://doi.org/10.1007/s10639-023-11752-2
   Google Scholar
• Wang, Y. L., & Tsai, C. C. (2016). Taiwanese students’ science learning self-efficacy and teacher and student science hardiness: A multilevel model approach. European Journal of Psychology of Education, 31(4), 537–555. https://doi.org/10.1007/s10212-015-0285-2
   Web of Science ®Google Scholar
• Wong, W. H., & Chapman, E. (2023). Student satisfaction and interaction in higher education. Higher Education, 85(5), 957–978. https://doi.org/10.1007/s10734-022-00874-0
   PubMed Web of Science ®Google Scholar
• Xiao, Q., & Li, X. (2021). Exploring the antecedents of online learning satisfaction: Role of flow and comparison between use contexts. International Journal of Computers Communications & Control, 16(6). https://doi.org/10.15837/ijccc.2021.6.4398
   Web of Science ®Google Scholar
• Yu, S., & Liu, C. (2021). Improving student feedback literacy in academic writing: An evidence-based framework. Assessing Writing, 48, 100525. https://doi.org/10.1016/j.asw.2021.100525
   Web of Science ®Google Scholar
• Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. Human Behavior and Emerging Technologies, 2(2), 186–195. https://doi.org/10.1002/hbe2.188
   Google Scholar