Abstract
The growth of online education along with decisions by many prominent higher education institutions to offer virtually all their classes online has altered the strategic view of online education. Today, 66% of chief academic officers consider online education critical to their long-term strategy and 67% believe outcomes from online classes are equivalent to those in face-to-face classes. Hence, research to understand the factors that drive the effectiveness of the underlying technology, virtual learning environment (VLE), is important. This study evaluated the impact of student course interaction and technology comfort on VLE satisfaction. Two factors were used to operationalize satisfaction in this study: the virtual learning experience and anxiety in the VLE. We conducted an empirical study with 103 online learners. The results indicated positive relationship between course interaction and satisfaction and no support for the relationship between technology comfort and satisfaction.
Recommended Citation
Idemudia, Efosa C. and Negash, Solomon, "An Empirical Investigation of Factors That Influence Anxiety and Evaluation in the Virtual Learning Environment" (2012). SAIS 2012 Proceedings. 20.
https://aisel.aisnet.org/sais2012/20