https://orcid.org/0000-0001-5468-9702
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ABSTRACT
As online K–12 education continues to expand, concerns about its quality have taken centre stage. This study utilised online learning satisfaction as an outcome indicator for the success of online learning, and investigated student- and teacher-level factors that affected it among 226 high school students taking online world language courses from 15 teachers at a Midwestern virtual school in the US. Hierarchical linear modelling revealed that, at the student level, learner–content interaction was the only significant predictor of satisfaction; while at the teacher level, satisfaction was positively and significantly correlated with teachers’ adoption of pedagogical roles, but negatively predicted by their adoption of managerial ones. The findings particularly highlight the importance of content-based teaching and learning in the context of K–12 world language learning.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. Quality Matters, or QM, is a set of faculty-driven peer review processes which aim to guarantee the quality of the instructional design of an online course.
Additional information
Notes on contributors
Yining Zhang
Yining Zhang is an Assistant Professor in the Department of Foreign Languages and Literatures at Tsinghua University. Her research interests include foreign language teaching and learning especially in online learning contexts. She is also interested in the self-regulated learning process that learners show during online learning.
Chin-Hsi Lin
Chin-Hsi Lin is an Associate Professor in the Division of Chinese Language and Literature, Faculty of Education at the University of Hong Kong. His research interests revolve around learning processes and outcomes in online language learning. Specifically, his work has predominately focused on self-regulation, interaction and teacher effects, and how they predict achievement.