A Structural Equation Model of Predictors of Online Learners' Engagement and Satisfaction

KÜÇÜK S., Richardson J.

ONLINE LEARNING, cilt.23, sa.2, ss.196-216, 2019 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 23 Sayı: 2
  • Basım Tarihi: 2019
  • Doi Numarası: 10.24059/olj.v23i2.1455
  • Dergi Adı: ONLINE LEARNING
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Sayfa Sayıları: ss.196-216
  • Anahtar Kelimeler: community of inquiry, structural equation modeling, online learning, social presence, teaching presence, cognitive presence, engagement, satisfaction, SOCIAL PRESENCE, STUDENT SATISFACTION, COGNITIVE PRESENCE, COMMUNITY, EDUCATION, PERCEPTIONS, OUTCOMES
  • Atatürk Üniversitesi Adresli: Hayır

Özet

This study investigated the structural relationships among online learners' teaching, social, and cognitive presence, engagement, and satisfaction. Data were collected from graduate students enrolled in an online graduate program at a large midwestern public university through online surveys. Structural equation modeling (SEM) was used to analyze the data. According to the results, teaching presence, cognitive presence, emotional engagement, behavioral engagement, and cognitive engagement were significant predictors of satisfaction, and these determinants explained 88% of the variance in satisfaction. The results indicate that the dominant determinant of the satisfaction was teaching presence, which had direct and indirect effects on satisfaction. Moreover, the study revealed significant predictors of emotional, behavioral, cognitive, and agentic engagement. Implications are discussed in terms of theoretical insights, practices for online learning environments, and further research directions.