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Factors Influencing User Satisfaction with Internet-Based E-learning in Corporate South Africa

Factors Influencing User Satisfaction with Internet-Based E-learning in Corporate South Africa

Craig Cadenhead, Jean-Paul Van Belle
Copyright: © 2011 |Pages: 27
ISBN13: 9781609606152|ISBN10: 1609606159|EISBN13: 9781609606169
DOI: 10.4018/978-1-60960-615-2.ch012
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MLA

Cadenhead, Craig, and Jean-Paul Van Belle. "Factors Influencing User Satisfaction with Internet-Based E-learning in Corporate South Africa." Student Satisfaction and Learning Outcomes in E-Learning: An Introduction to Empirical Research, edited by Sean B. Eom and J. B. Arbaugh, IGI Global, 2011, pp. 267-293. https://doi.org/10.4018/978-1-60960-615-2.ch012

APA

Cadenhead, C. & Van Belle, J. (2011). Factors Influencing User Satisfaction with Internet-Based E-learning in Corporate South Africa. In S. Eom & J. Arbaugh (Eds.), Student Satisfaction and Learning Outcomes in E-Learning: An Introduction to Empirical Research (pp. 267-293). IGI Global. https://doi.org/10.4018/978-1-60960-615-2.ch012

Chicago

Cadenhead, Craig, and Jean-Paul Van Belle. "Factors Influencing User Satisfaction with Internet-Based E-learning in Corporate South Africa." In Student Satisfaction and Learning Outcomes in E-Learning: An Introduction to Empirical Research, edited by Sean B. Eom and J. B. Arbaugh, 267-293. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-615-2.ch012

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Abstract

This chapter looks at the factors that influence user satisfaction with Internet based learning in the South African corporate environment. An electronic survey was administered, and one hundred and twenty responses from corporations across South Africa were received. Only five of the thirteen factors were found to exert a statistically significant influence on learner satisfaction: instructor response towards the learners, instructor attitude toward Internet based learning, the flexibility of the course, perceived usefulness, perceived ease of use, and the social interaction experienced by the learner in assessments. Interestingly, four of those five were also identified as significant in a similar Taiwanese study, which provides an interesting cross-cultural validation for the findings, even though this sample was different and smaller. Perhaps surprisingly, none of 6 demographic variables exerted significant influence. Hopefully organisations and educational institutions can note and make use of the important factors in conceptualizing and designing their e-learning courses.

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