Online support service quality, online learning acceptance, and student satisfaction

• Published in: The Internet and higher education 2010-12, Vol.13 (4), p.277-283
• Main Author: Lee, Jung-Wan
• Format: Article
• Language: English
• Subjects: Academic Support Services; Acceptance; College Students; Comparative Analysis; Cultural difference; Cultural Differences; Distance learning; Electronic Learning; Factor Analysis; Foreign Countries; Information communication technology; Instructional Effectiveness; Internet; Korea; Learning; Online Courses; Online education; Predictor Variables; Satisfaction; Service quality; Structural Equation Models; Student Attitudes; Student satisfaction; Support services; T Test; Technical Support; United States; Web Based Instruction; Work based learning
• ISSN: 1096-7516; 1873-5525
• DOI: 10.1016/j.iheduc.2010.08.002

This paper examines potential differences between Korean and American students in terms of their perception levels regarding online education support service quality, online learning acceptance, and satisfaction. Eight hundred and seventy-two samples, which were collected from students in online classes in the United States and Korea, were analyzed using factor analysis, structural equation model techniques, independent sample t-test, and logistic regression. The following results were obtained from this analysis: 1) There were significant differences between the perceptions of Korean and US students with regard to online education support service quality. In this context, Korean students held a significantly higher perception of online support service quality. 2) Perception of online support service quality was a significant predictor of online learning acceptance and satisfaction for both Korean and American students. It appears that a majority of the students in the two countries, irrespective of the differences in their perceptions of online support service quality, believe that the acceptance of online classes would benefit them.