How student satisfaction factors affect perceived learning

Date
2010-01
Authors
Lo, Celia C.
Journal Title
Journal ISSN
Volume Title
Publisher
Indiana University's Faculty Academy on Excellence in Teaching (FACET)
Abstract

Data from students in two sections of a general education course offered at a research university in spring 2009 were used to explore whether student satisfaction factors are associated with perceived learning as rated by students. A list of 22 elements in the learning environment was explored. The 22 were used in creating 3 satisfaction factors related to the roles of student, instructor, and policy. The study showed all of these satisfaction factors to be associated with higher rates of perceived learning, measured via students’ expectations of academic success. The findings’ implications for practice are briefly discussed.

Description
Article originally published in Journal of the Scholarship of Teaching and Learning, 10(1), 47–54. English. Published Online 2012. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1736
Keywords
Student satisfaction, Perceived learning, Learning environment
Citation
This is the published version of an article that is available at https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1736. Recommended citation: Lo, C. C. (2012). How student satisfaction factors affect perceived learning. Journal of the Scholarship of Teaching and Learning, 10(1), 47–54. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.
Collections