Examining students' satisfaction and learning autonomy through web-based courses

Abstract

Web-based learning settings are more convenient than face-to-face learning settings, whereas they present additional opportunities for education that occurs in various environments. However, many educational institutions specially in the third world countries are not prepared for the challenges involved in offering quality Web-based courses. This research aimed to identify Web based courses effects on students' satisfaction and learning autonomy based on Moore’s transactional distance theory (TDT) through web-based courses. Therefore, this study seeks to develop a model to measure students’ background, students’ experience, students’ learning autonomy, students’ dialogue with their instructor, and students’ satisfaction. A quantitative approach was implemented in this study. Whereas a questionnaire was the major data collection tool, thus it was distributed amongst 377 learners. Furthermore, the obtained data was examined using AMOS-SEM. More specifically, SEM was applied for the independent variables which were dependent in a subsequent dependent correlation. The results showed that students’ background, students’ experience, students’ learning autonomy, and students’ dialogue there were positive and significant relationship with students’ satisfaction. Additionally, the students had a feeling of satisfaction. Therefore, the results proposed a guideline for instructors of institutions of higher learning in Palestine to design and create web-based courses that would increase students’ autonomy and satisfaction in the Web-based learning settings.