Table 1 Studies that focus on student satisfaction in online learning environments
Author(s) | Coverage | Learning Environments | Focus | Methodology | Number of studies | Factors examined |
|---|---|---|---|---|---|---|
Caskurlu et al. (2020) | 1997–2018 | Fully online | Relationship between student outcomes and teaching presence | Meta-analysis | 30 | Perceived learning, student satisfaction, teaching presence, and teaching presence subdimensions (instructional design and organization, course facilitation, and direct instruction) |
Ebner and Gegenfurtner (2019) | 2010–2018 | Synchronous webinar, asynchronous online, and face-to-face | Comparison of student learning and satisfaction in different learning environments | Meta-analysis | 5 | Learning and satisfaction in asynchronous and synchronous online, and face-to-face learning |
Perfetto (2019) | 2010–2014 | Distance. online, hybrid | Best practices in RN to BSN instruction delivered via distance, online, and hybrid | Systematic review | 19 | Online course design, academic integrity, community, and learner characteristics; and learning outcomes and satisfaction |
AlSamarraie et al. (2018) | 2000–2015 | E-learning, distance, online, web-based, virtual, blended | Users’ e-learning continuance satisfaction | Systematic review | 16 | Ease of use, information quality, system quality, task-technology fit, and utility value |
Richardson et al. (2017) | 1992–2015 | Fully online | Relationship between social presence and student outcomes | Meta-Analysis | 25 | Social presence, student learning, and student satisfaction |
George et al. (2014) | 2000–2013 | Online, hybrid, and traditional | Effectiveness of online/hybrid and traditional environments | Systematic review | 59 | Student outcomes such as learning, skill acquisition, and satisfaction, and student attitudes |
Lahti et al. (2014) | Open dates | e-learning: computer-assisted, CD-ROM, online, and traditional | Effectiveness of e-learning compared to traditional environments | Meta-analysis | 11 | Student learning, skills, and satisfaction |