International Students’ Online Learning Satisfaction Model Construction, Validation and Affecting Factors Analysis ()
ABSTRACT
Online learning modality has played a crucial role since the 2020
COVID-19 pandemic. It enabled international students located in different
countries to continue with their learning. Students’ satisfaction is a key
criterion
for measuring teaching quality as it can
reflect students’ learning achievements. Based on satisfaction theory,
learning condition theory and teaching system elements theory, as well as
existing online learning satisfaction model, this study constructed an online
learning satisfaction model for international students, developed a
questionnaire and administrated an empirical study. The results of SPSS25.0
indicated that international students were satisfied with online learning in
general; teaching design could predict online learning satisfaction mostly;
then came students’ individual factors, external supports, online interactions
and online class characteristics. In addition to
that, international students’ major,
nationality and current residential location could significantly affect their online learning satisfaction; while
gender and former online learning experience could not. This study also
discussed factors that affected international
students’ satisfactory level with collected qualitative data, and
concluded by presenting strategies on how to promote online learning
satisfaction and teaching quality.
Share and Cite:
Chen, W. (2022) International Students’ Online Learning Satisfaction Model Construction, Validation and Affecting Factors Analysis.
Open Journal of Social Sciences,
10, 175-185. doi:
10.4236/jss.2022.107015.
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