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Published October 30, 2020 | Version v1
Journal article Open

E-learners' satisfaction as predictors of online classroom community

  • 1. East Carolina University
  • 2. Auburn University
  • 3. East China Normal University
  • 4. Guangdong University of Foreign Studies

Description

Purpose: This study investigates Chinese college students’ satisfaction with using e-learning systems and its influences on their sense of online classroom community in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format during the COVID-19 pandemic.

Methods: A total number of 307 college students were recruited with 270 usable responses from a southeastern university in China. E-learner satisfaction measurement and Classroom Community Scale (both with a 5-point Likert-type scale) were used as the instruments to investigate the research questions. Descriptive statistical analysis and multiple regression analysis were conducted in SPSS.

Results: Results of the analysis show that Chinese college students’ satisfaction of using the e-learning system regarding the learner interface, learning community, content, and personalization positively impacts their sense of online classroom community no matter in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format.

Implications: A well-developed e-learning system would enhance students’ sense of online classroom community. Specifically, the user interface, interaction, content arrangement, and personalization should be focused on when developing the e-learning system.

Notes

SUBMITTED: APRIL 2020, REVISION SUBMITTED: JUNE 2020, 2nd REVISION SUBMITTED: AUGUST 2020, ACCEPTED: SEPTEMBER 2020, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 30 OCTOBER 2020

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Journal article: 2654-0274 (ISSN)