749
Views
9
CrossRef citations to date
0
Altmetric
Articles

The effects of need satisfaction on EFL online learner satisfaction

&
Pages 89-106 | Received 28 Jul 2015, Accepted 19 Nov 2015, Published online: 06 Apr 2016

References

  • Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internet-based MBA courses. Journal of Management Education, 24, 32–54. doi:10.1177/105256290002400104
  • Arbaugh, J. B. (2002). Managing the on-line classroom: A study of technological and behavioral characteristics of web-based MBA courses. The Journal of High Technology Management Research, 13, 203–223. doi:10.1016/S1047-8310(02)00049-4
  • Arbaugh, J. B., & Duray, R. (2002). Technological and structural characteristics, student learning, and satisfaction with web-based courses: An exploratory study of two on-line MBA programs. Management Learning, 33, 331–347. doi:10.1177/1350507602333003
  • Berberoglu, G., & Sireci, S. G. (1996). Evaluating translation fidelity using bilingual examinees ( Laboratory of Psychometric and Evaluative Research Report No. 285). Amherst: University of Massachusetts, School of Education.
  • Brown, J. D. (2000). What is construct validity? Shiken: JALT Testing & Evaluation SIG Newsletter, 4, 8–12. Retrieved from http://teval.jalt.org
  • Carr, S. (2000, February 11). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, 46, A39–A41.
  • Carter, V. (1996). Do media influence learning? Revisiting the debate in the context of distance education. Open Learning: The Journal of Open and Distance Learning, 11, 31–40. doi:10.1080/0268051960110104
  • Chang, V., & Fisher, D. (2003). The validation and application of a new learning environment instrument for online learning in higher education. In M.S. Khine & D. Fisher (Eds.), Technology-rich learning environments: A future perspective (pp. 1–18). Singapore: World Scientific.10.1142/5325
  • Chen, K. C., Jang, S. J., & Branch, R. M. (2010). Autonomy, affiliation, and ability: Relative salience of factors that influence online learner motivation and learning outcomes. Knowledge Management & E-Learning: An International Journal, 2, 30–50. Retrieved from http://www.kmel-journal.org/ojs/index.php/online-publication/index
  • Chen Wang, L. C., & Bagaka, J. G. (2003). Understanding the dimensions of self-exploration in web-based learning environments. Journal of Research on Technology in Education, 34, 364–373. doi:10.1080/15391523.2002.10782356
  • Chou, S. W., & Liu, C. H. (2005). Learning effectiveness in a web-based virtual learning environment: A learner control perspective. Journal of Computer Assisted Learning, 21, 65–76. doi:10.1111/j.1365-2729.2005.00114.x
  • Collins, M. P., & Berge, Z. L. (1995). Introduction: Computer-mediated communications and the online classroom in higher education. In M. P. Collins & Z. L. Berge (Eds.), Computer mediated communication and the online classroom (Vol. II, pp. 1–10). Cresskill, NJ: Hampton Press.
  • Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application. Upper Saddle River, NJ: Pearson Education.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Springer.10.1007/978-1-4899-2271-7
  • Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation, vol. 38: Perspectives on motivation (pp. 237–288). Lincoln, NE: University of Nebraska Press.
  • Deci, E. L., & Ryan, R. M. (2000). The what and why of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi:10.1207/S15327965PLI1104_01
  • Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
  • Dennen, V. P., Darabi, A. A., & Smith, L. J. (2007). Instructor–learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28, 65–79. doi:10.1080/01587910701305319
  • Drennan, J., Kennedy, J., & Pisarski, A. (2005). Factors affecting student attitudes toward flexible online learning in management education. The Journal of Educational Research, 98, 331–338. doi:10.3200/JOER.98.6.331-338
  • Erkut, S., Alarcon, O., Garcia Coll, C., Tropp, L. R., & Vazquez Garcia, H. A. (1999). The dual-focus approach to creating bilingual measures. Journal of Cross-Cultural Psychology, 30, 206–218. doi:10.1177/0022022199030002004
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage.
  • Gao, T., & Lehman, J. D. (2003). The effects of different levels of interaction on the achievement and motivational perceptions of college students in a web-based learning environment. Journal of Interactive Learning Research, 14, 367–386. Retrieved from http://www.aace.org/pubs/jilr/
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Pearson.
  • Hara, N., & Kling, R. (2003). Students’ distress with a Web-based distance education course: An ethnographic study of participants’ experiences. Turkish Online Journal of Distance Education, 4. Retrieved from http://tojde.anadolu.edu.tr/homepage.html
  • Hong, K. S. (2002). Relationships between students and instructional variables with satisfaction and learning from a Web-based course. The Internet and Higher Education, 5, 267–281. doi:10.1016/S1096-7516(02)00105-7
  • Howland, J. L., & Moore, J. L. (2002). Student perceptions as distance learners in internet-based courses. Distance Education, 23, 183–195. doi:10.1080/0158791022000009196
  • Huang, Y. C., Backman, S. J., & Chang, L. L. (2012). Tourism training: An investigation of virtual learning experience in the context of a virtual world. In M. Fuchs, F. Ricci, & L. Cantoni (Eds.), Information and communication technologies in tourism (pp. 227–238). Helsingborg: Springer-Verlag Wien.
  • Hurd, S. (2008). Affect and strategy use in independent language learning. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings: Second language acquisition (pp. 218–236). Bristol: Multilingual Matters.
  • Hwang, W. Y., Wang, C. Y., & Sharples, M. (2007). A study of multimedia annotation of Web-based materials. Computers and Education, 48, 680–699. doi:10.1007/BF02313398
  • Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48, 5–17. doi:10.1007/BF02313398
  • Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39, 31–36. doi:10.1007/BF02291575
  • Kanuka, H., & Nocente, N. (2003). Exploring the effects of personality type on perceived satisfaction with web-based learning in continuing professional development. Decision Education, 24, 227–245. doi:10.1080/0158791032000127491
  • Konradt, U., Filip, R., & Hoffmann, S. (2003). Flow experience and positive affect during hypermedia learning. British Journal of Educational Technology, 34, 309–327. doi:10.1111/1467-8535.00329
  • Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48, 185–204. doi:10.1016/j.compedu.2004.12.004
  • Lim, C. K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15, 41–51. doi:10.1080/08923640109527083
  • Lin, T. L. (2010). The effect of teacher support on basic needs and learning engagement in Taiwanese high school context ( Unpublished doctoral dissertation). National Chengchi University, Taipei City.
  • Ma, J. H. (2013). What is your teaching philosophy? KATE Forum, 37, 17–22. Retrieved from http://www.kate.or.kr/Publications/forum.asp
  • Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A structural equation model of predictors for effective online learning. Journal of Management Education, 29, 531–563. doi:10.1177/1052562904271199
  • McDermott, M. A., & Palchanes, K. (1994). A literature review of the critical elements in translation theory. IMAGE: Journal of Nursing Scholarship, 26, 113–117. doi:10.1111/j.1547-5069.1994.tb00928.x
  • Motteram, G., & Forrester, G. (2005). Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes? Distance Education, 26, 281–298. doi:10.1080/01587910500291330
  • Muijs, D. (2011). Doing quantitative research in education with SPSS (2nd ed.). Thousand Oaks, CA: Sage.
  • Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55, 663–672. doi:10.1016/j.compedu.2010.02.026
  • Paas, F., Tuovinen, J. E., van Merrienboer, J. J. G., & Darabi, A. A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction. Educational Technology Research & Development, 53, 25–34. doi:10.1007/BF02504795
  • Parker, A. (1999). A study of variables that predict dropout from distance education. International Journal of Educational Technology, 1, 1–10. Retrieved from http://ascilite.org/archived-journals/ijet/index.html
  • Parker, A. (2003). Identifying predictors of academic persistence in distance education. USDLA Journal, 17, 55–61. Retrieved from https://www.usdla.org/resources/usdla-journal/
  • Roberts, M. L., & Wortzel, L. H. (1979). New life-style determinants of women’s food shopping behavior. Journal of Marketing, 43, 28–39. doi:10.2307/1250144
  • Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. Internet & Higher Education, 5, 319–332. doi:10.1016/S1096-7516(02)00130-6
  • Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. doi:10.1006/ceps.1999.1020
  • Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037/0003-066X.55.1.68
  • Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press.
  • Sher, A. (2008). Assessing and comparing interaction dynamics, student learning, and satisfaction within web-based online learning programs. MERLOT Journal of Online Learning and Teaching, 4, 446–458. Retrieved from http://jolt.merlot.org/index.html
  • Simpson, O. (2004). The impact on retention of interventions to support distance learning students. Open Learning, 19, 79–95. doi:10.1080/0268051042000177863
  • Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411–433. doi:10.1348/000709904x22359
  • Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77, 100–110. doi:10.1080/02701367.2006.10599336
  • Stevens, J. (2002). Applied multivariate statistics for the social sciences (4th ed.). Mahwah, NJ: Erlbaum.
  • Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50, 1183–1202. doi:10.1016/j.compedu.2006.11.007
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Upper Saddle River, NJ: Pearson.
  • Tait, A. (2003). Rethinking learner support in the Open University UK. In A. Tait & R. Mills (Eds.), Rethinking learner support in distance education: Change and continuity in an international context (pp. 185–197). London: Routledge.
  • Thompson, L. F., Meriac, J. P., & Cope, J. G. (2002). Motivation online performance: The influence of goal setting and Internet self-efficacy. Social Science Computer Review, 20, 149–160. doi:10.1177/089443930202000205
  • Valdivia, S., McLoughlin, D., & Mynard, J. (2011). The importance of affective factors in self-access language learning courses. Studies in Self-Access Learning Journal, 2, 91–96. Retrieved from http://sisaljournal.org/
  • Vonderwell, S., & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in Education, 38, 213–230. doi:10.1080/15391523.2005.10782457
  • Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management, 41, 75–86. doi:10.1016/S0378-7206(03)00028-4
  • Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2, 34–49. Retrieved from http://onlinelearningconsortium.org/read/journal-issues/
  • Xenos, M. (2004). Prediction and assessment of student behavior in open and distance education in computers using Bayesian networks. Computers & Education, 43, 345–359. doi:10.1016/j.compedu.2003.09.005
  • Xie, K., Debacker, T. K., & Ferguson, C. (2006). Extending the traditional classroom through online discussion: The role of student motivation. Journal of Educational Computing Research, 34, 67–89. doi:10.2190/7BAK-EGAH-3MH1-K7C6
  • Xie, K., Durrington, V., & Yen, L. L. (2011). Relationship between students’ motivation and their participation in asynchronous online discussions. MERLOT Journal of Online Learning and Teaching, 7, 17–29. Retrieved from http://jolt.merlot.org/index.html
  • Zimmer-Gembeck, M. J., Chipuer, H. M., Hanisch, M., Creed, P. A., & McGregor, L. (2006). Relationships at school and stage-environment fit as resources for adolescent engagement and achievement. Journal of Adolescence, 29, 911–933. doi:10.1016/j.adolescence.2006.04.008

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.