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Critical factors affecting e-learner’s satisfaction an empirical study - Iran

Critical factors affecting e-learner’s satisfaction an empirical study - Iran

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5025 Critical factors affecting e- learner’s satisfaction: an empirical study Afshin Khodabandeh* Ms. in Information Technology Management, University of Tehran, faculty of Management. Jalale-ale-ahmad Ave, Faculty of Management, University of Tehran, Tehtan, Iran. +989191674484 [email protected] Hamid Afshari MS. in Industrial Engineering, AmirKabir University of Technology, faculty of Industrial Engineering. No.424, Hafez Ave., Industrial Eng. Dept, Amirkabir University of Technology (Tehran Polytechnic), Tehran, Iran. +989153138065 [email protected] Amir Manian PhD in Management Science, University of Tehran, faculty of Management. Jalale-ale-ahmad Ave, Faculty of Management, University of Tehran, Tehran, Iran. +989121593287 [email protected] Abstract With the increasingly growth of demand for higher education in the last decade, the role of E-learning technology as a new pedagogy that empowered by digital technology drastically developed. The challenge for the education enterprise now is how to attract learners to their e-learning services. Results from several studies show that students‟ satisfaction with e- learning is a key indicator in student‟s decision to remain or dropout from e-learning courses. In this study we first reviewed related researches then applied local hypothesis. Testing these assumptions, we conclude some factors to be more impressive in student‟s satisfaction. Finally meaningful factors were suggested to establish successful E-learning education and more satisfaction. Keywords: E-learning, Satisfaction, E- learner‟s satisfaction 1. Introduction E-Learning is the use of telecommunication technology to deliver information for education and training (Pei-Chen Sun et al. 2008). Or as a brief definition). E-learning is pedagogy that is empowered by digital technology (Mark Nichols, 2008). With the advent of e-learning technologies in the past decade, the accessibility of training, teaching, and learning has drastically increased (H.-L. Liao, H.-P. Lu, 2008). E- learning‟s characte ristics fulfill the requirements for learning in a modern society and have created great demand for e- Learning from businesses and institutes of higher education. MIT‟s attempt to offer virtually all of its courses online has sent a signal to institutes on the strategic importance of e-Learning (Wu, Tsai, Chen, & Wu, 2006).
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5026 IDC, the IT intelligence analyst puts the total global e-learning market at $8 billion and set to grow to $13 billion in the next five years (Flood, 2006, H.-L. Liao, H.-P. Lu, 2008). With the continuous growth of the e-learning market, however, the critical challenge is why some users stop their online learning after their initial experience. Results show that students_ satisfaction with e-learning is a key indicator in students_ decision to dropout from e-learning courses. Moreover, dropout students (non-completers) reported to have significantly lower satisfaction with e-learning than students who successfully completed (completers or persistent students) the same e-learning courses (E.J. Garrity et al, 2005). Also based on Bhattacherjee‟s IS continuance model Moez Limayem and Christy M.K. Cheung(2008) argue that
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