Student satisfaction and perceived learning in online learning environments: The mediating effect of student engagement

Studies have shown that course structure and organization, learner interaction, student engagement, and instructor presence accounts for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship identified. The researchers investigated the relationships among course structure/organization, learner interaction, student engagement, and instructor presence on student satisfaction and perceived learning. This study expanded upon the existing literature about online learning and the variables that influence student satisfaction and perceived learning. The results of this study should inform practice related to increasing retention and improving the quality of online teaching and learning.Grant ReportThis paper was written as a part of an Academic Partnerships Faculty Research Grant (2015)