Predictors of Learning Satisfaction in Japanese Online Distance Learners

Japanese distance education has been slow to utilize the Internet, and mainly depends on the mail system and to a lesser extent TV broadcasting as its mode of delivery. However, since 2001 regulations have been relaxed to allow students to complete all course requirements for a university degree via...

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Autores principales:	Eric Bray, Kumiko Aoki, Larry Dlugosh
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2008
Materias:	Japan Education Distance Learning Distance Education Online Learning Online Education Japanese E-Learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/2019cf61cbb0429496e67c07e5592f7b
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spelling	oai:doaj.org-article:2019cf61cbb0429496e67c07e5592f7b2021-12-02T18:03:18ZPredictors of Learning Satisfaction in Japanese Online Distance Learners10.19173/irrodl.v9i3.5251492-3831https://doaj.org/article/2019cf61cbb0429496e67c07e5592f7b2008-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/525https://doaj.org/toc/1492-3831Japanese distance education has been slow to utilize the Internet, and mainly depends on the mail system and to a lesser extent TV broadcasting as its mode of delivery. However, since 2001 regulations have been relaxed to allow students to complete all course requirements for a university degree via online distance learning. This paper reports the results of a questionnaire study administered to the students (N=424) enrolled in one of Japan’s few online distance universities. Satisfaction with learning was explored by examining student opinions and learning preferences in regard to five aspects of distance learning identified as important: 1) teacher interaction, 2) content interaction, 3) student interaction, 4) computer interaction and 5) student autonomy. In addition, student responses to three open-ended questions were included in the analysis. The results indicated students were generally satisfied with their learning, and that specifically, learning satisfaction was higher for students who: 1) could persevere in the face of distance learning challenges, 2) found computers easy to use, 3) found it easy to interact with instructors, and 4) did not prefer social interaction with others when learning.Eric BrayKumiko AokiLarry DlugoshAthabasca University PressarticleJapan EducationDistance LearningDistance EducationOnline LearningOnline EducationJapanese E-LearningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 9, Iss 3 (2008)
institution	DOAJ
collection	DOAJ
language	EN
topic	Japan Education Distance Learning Distance Education Online Learning Online Education Japanese E-Learning Special aspects of education LC8-6691
spellingShingle	Japan Education Distance Learning Distance Education Online Learning Online Education Japanese E-Learning Special aspects of education LC8-6691 Eric Bray Kumiko Aoki Larry Dlugosh Predictors of Learning Satisfaction in Japanese Online Distance Learners
description	Japanese distance education has been slow to utilize the Internet, and mainly depends on the mail system and to a lesser extent TV broadcasting as its mode of delivery. However, since 2001 regulations have been relaxed to allow students to complete all course requirements for a university degree via online distance learning. This paper reports the results of a questionnaire study administered to the students (N=424) enrolled in one of Japan’s few online distance universities. Satisfaction with learning was explored by examining student opinions and learning preferences in regard to five aspects of distance learning identified as important: 1) teacher interaction, 2) content interaction, 3) student interaction, 4) computer interaction and 5) student autonomy. In addition, student responses to three open-ended questions were included in the analysis. The results indicated students were generally satisfied with their learning, and that specifically, learning satisfaction was higher for students who: 1) could persevere in the face of distance learning challenges, 2) found computers easy to use, 3) found it easy to interact with instructors, and 4) did not prefer social interaction with others when learning.
format	article
author	Eric Bray Kumiko Aoki Larry Dlugosh
author_facet	Eric Bray Kumiko Aoki Larry Dlugosh
author_sort	Eric Bray
title	Predictors of Learning Satisfaction in Japanese Online Distance Learners
title_short	Predictors of Learning Satisfaction in Japanese Online Distance Learners
title_full	Predictors of Learning Satisfaction in Japanese Online Distance Learners
title_fullStr	Predictors of Learning Satisfaction in Japanese Online Distance Learners
title_full_unstemmed	Predictors of Learning Satisfaction in Japanese Online Distance Learners
title_sort	predictors of learning satisfaction in japanese online distance learners
publisher	Athabasca University Press
publishDate	2008
url	https://doaj.org/article/2019cf61cbb0429496e67c07e5592f7b
work_keys_str_mv	AT ericbray predictorsoflearningsatisfactioninjapaneseonlinedistancelearners AT kumikoaoki predictorsoflearningsatisfactioninjapaneseonlinedistancelearners AT larrydlugosh predictorsoflearningsatisfactioninjapaneseonlinedistancelearners
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Predictors of Learning Satisfaction in Japanese Online Distance Learners

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