Developing an online learner satisfaction framework in higher education through a systematic review of research

Abstract

AbstractSatisfaction is a critical aspect of student success in online education. In this systematic review, we examine 98 articles which studied various aspects of online learner satisfaction. We specifically analyzed publication patterns, context, research methodology, research instruments, and research themes and factors pertaining to online learner satisfaction research. Among these 98 studies, the journal Internet and Higher Education published the highest number of articles (n = 8), and the majority of studies were conducted in the United States (n = 37). Thirty five percent of the studies were conducted with undergraduate students. The majority of the studies (89%) was quantitative, 68% were descriptive, and 94% used surveys. Learner characteristics was the most examined theme, followed by engagement and course delivery. Program quality, assessment, and learner support were some of the themes that were least studied. In 46 studies researchers adopted or modified existing items or instruments to measure student satisfaction. The framework benefits both online learning practitioners and researchers.