The Determinants of Students' Perceived Learning Outcomes and Satisfaction in BINUS Online Learning

摘要

The advancement of information technology and communication and the changing in education paradigm have influenced the process and method of learning. Online learning is one of the innovations for this recent changing paradigm. In this study, Structural Equation Modelling (SEM) is applied to examine the determinants of students' perceived learning outcomes and satisfaction in the context of university online course. Independent variables include instructor facilitation, technical support, course structure, instructor feedback, self-motivation, peer support, and interaction as potential determinants of online learning. A total of 400 BINUS Online Learning students were surveyed. The structural model result reveals that instructor facilitation, technical support, instructor feedback, and self-motivation affect the learning outcomes, and instructor facilitation, technical support, self-motivation, and peer support significantly affect the students' satisfaction.