Perceived Interaction in Online Classes and Technology Acceptance Model to Student Satisfaction
Journal of Distribution Science, Vol. 7, No. 3, pp. 25-48, 2009
24 Pages Posted: 20 Dec 2017
Date Written: September 30, 2009
This paper examines an augmented technology acceptance model, which includes perceived interaction as a mediator in the relationships between the technology acceptance model (perceived ease of use, perceived usefulness) and student satisfaction in online classes, and its impact on student satisfaction. Data has been collected from 842 undergraduate students in online universities. The data is analyzed by using factor analysis and structural equation modeling techniques. The results demonstrate that perceived ease of use, perceived usefulness, and perceived interaction serve as predictors for student satisfaction in online classes. Perceived usefulness has a positive relationship with perceived interaction while perceived ease of use has no effect on interaction.
Keywords: Technology Acceptance, Online Class, Student Satisfaction, Perceived Interaction, Participation, Communication Tool, Structural Equation Model
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