Towards a model for online learning satisfaction (MOLS): re-considering non-linear relationships among personal innovativeness and modes of online interaction

ABSTRACT

Satisfaction with the use of Learning Management Systems (LMSs) to support online learning has been a concern for institutions. However, several factors such as personal innovativeness, student-material interaction, student-student interaction and student-teacher interaction have been suggested as enablers of satisfaction in online learning environments. What is missing in the literature is determining how these enablers intricately relate to each other in order to understand the effect of their non-linear interactions towards satisfaction in online learning. In view of this, questionnaire-based data was collected from 322 respondents selected through random cluster sampling. Statistical analysis was then conducted using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results from the Model for Online Learning Satisfaction (MOLS) revealed that complex non-linear relationships exist among these variables, such that student-teacher interaction determines student-student interaction whereas personal innovativeness influences student-material interaction. Additionally, student-material interaction influences the extent to which student-teacher interactions as well as student-student interactions occur. The study suggested that all these factors are to be considered carefully and planned out, as they are somewhat interrelated in their effectiveness towards satisfaction in online learning.

KEYWORDS:

• Personal innovativeness
• student-material interaction
• student-student interaction
• student-teacher interaction
• non-linear relationship
• online learning
• satisfaction
• learning management system

Acknowledgments

Authors acknowledge the support of all Penang Matriculation College students and staff as well as the Malaysian Ministry of Education for their support.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The author(s) received no financial support for the research, authorship and/or publication of this article.

Notes on contributors

Brandford Bervell

Brandford Bervell has a PhD in E-learning/Web-based teaching and learning from the Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang, Malaysia. He is also a Lecturer at the E-learning and Technology Unit of the College of Distance Education and a facilitator of educational technology courses at the University of Cape Coast, Ghana. He has published extensively in Scopus/ISI journals with reputable publishing houses such as Taylor & Francis; Elsevier; Springer Nature; Athabasca University Press, IGI Global etc.

Irfan Naufal Umar

Irfan Naufal Umar is a full Professor at the Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang, Malaysia. He has extensive research and teaching expertise in applied sciences and technologies, specifically in educational technology such as e-learning; computer-based teaching and learning; general ICT applications in education and instructional design.

Muhammad Hafiz Kamilin

Muhammad Hafiz Kamilin has a Masters degree (Educational Technology)from the Universiti Sains Malaysia and is currently a tutor at the Penang Matriculation College, Penang, Malaysia. His research interests are online learning and educational technology in general.