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dc.contributor.authorErenler, Hale H. Turhangil
dc.date.accessioned2020-07-27T08:10:29Z
dc.date.available2020-07-27T08:10:29Z
dc.date.issued2019
dc.identifier.issn1061-3773en_US
dc.identifier.urihttp://hdl.handle.net/11727/4791
dc.description.abstractDue to the shift from traditional face-to-face to online learning, challenges in learning environments are on the rise. The aim of this study was to assess students' satisfaction with a service course conducted online at a funded university in Europe using a structural equation model. The construction and validation of five scales for measuring students' learning and satisfaction is also presented. One thousand one hundred and sixteen students were given an online questionnaire in January, 2019. The scales were found to be sufficiently valid and reliable. The interaction, instructor behaviors, advantages/flexibility, and perceived learning/course quality were influential in students' satisfaction. Success in e-learning can be achieved with the help of these findings via improving e-learning strategies. Further studies can be conducted on students' learning and satisfaction while participating in other online courses using the same scales.en_US
dc.language.isoengen_US
dc.relation.isversionof10.1002/cae.22189en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjecte-learningen_US
dc.subjectlearner satisfactionen_US
dc.subjectlearning management system (LMS)en_US
dc.subjectMoodleen_US
dc.subjectSEMen_US
dc.titleA structural equation model to evaluate students' learning and satisfactionen_US
dc.typearticleen_US
dc.relation.journalCOMPUTER APPLICATIONS IN ENGINEERING EDUCATIONen_US
dc.identifier.volume28en_US
dc.identifier.issue2en_US
dc.identifier.startpage254en_US
dc.identifier.endpage267en_US
dc.identifier.wos000504052700001en_US
dc.identifier.scopus2-s2.0-85076887246en_US
dc.contributor.orcID0000-0001-6292-109Xen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergien_US


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