Abstract

In our earlier study, we examined the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self-motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. Using the structural equation modeling software (PLS Graph), we found that course structure, instructor feedback, selfmotivation, learning styles, interaction, and instructor facilitation significantly affect student satisfaction. Nevertheless, of these six antecedent variables, instructor feedback and student learning styles are only two constructs that significantly affect the perceived learning outcomes of e-learning students. We propose a research model of e-learning motivation to answer one of the three disputable research findings: specifying the conditions under which selfmotivation is likely to have positive, negative, or neutral effect on perceived learning outcomes.

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