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The Determinants of Web-based Instructional Systems' Outcome and Satisfaction: An Empirical Investigation

The Determinants of Web-based Instructional Systems' Outcome and Satisfaction: An Empirical Investigation

Sean B. Eom, Michael A. Ketcherside, Hu-Hyuk Lee, Michael L. Rodgers, David Starrett
Copyright: © 2004 |Pages: 45
ISBN13: 9781591405658|ISBN10: 1591405653|EISBN13: 9781591402381
DOI: 10.4018/978-1-59140-565-8.ch004
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MLA

Eom, Sean B., et al. "The Determinants of Web-based Instructional Systems' Outcome and Satisfaction: An Empirical Investigation." Instructional Technologies: Cognitive Aspects of Online Programs, edited by Paul Darbyshire, IGI Global, 2004, pp. 96-140. https://doi.org/10.4018/978-1-59140-565-8.ch004

APA

Eom, S. B., Ketcherside, M. A., Lee, H., Rodgers, M. L., & Starrett, D. (2004). The Determinants of Web-based Instructional Systems' Outcome and Satisfaction: An Empirical Investigation. In P. Darbyshire (Ed.), Instructional Technologies: Cognitive Aspects of Online Programs (pp. 96-140). IGI Global. https://doi.org/10.4018/978-1-59140-565-8.ch004

Chicago

Eom, Sean B., et al. "The Determinants of Web-based Instructional Systems' Outcome and Satisfaction: An Empirical Investigation." In Instructional Technologies: Cognitive Aspects of Online Programs, edited by Paul Darbyshire, 96-140. Hershey, PA: IGI Global, 2004. https://doi.org/10.4018/978-1-59140-565-8.ch004

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Abstract

Post-secondary distance education via the Internet is now commonplace. Tremendous advances in information technology have allowed colleges and universities to offer Web-based courses as a way to meet the growing demand for educational experiences from those who, because of distance from campus or scheduling conflicts, would otherwise not be able to take courses. This chapter develops a model explaining the relationship between two dependent variables (the perceived student satisfaction and learning outcomes) and six independent variables based on two statistical tools: correlations and structural equation modeling. The findings indicate that student self-motivation toward Web-based courses has a strong impact on the level of interaction; the perceived student satisfaction has a direct link to the learning outcome in Web-based courses; and higher levels of student self-motivation toward Web-based courses can lead to greater learning outcomes.

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