VALIDITY AND RELIABILITY OF STUDENT’S E-LEARNING SATISFACTION MODEL IN HENAN, CHINA
The student’s e-learning satisfaction model was built around a classroom learning model, student assessments of learning effectiveness, effective learning approach, and adult learning. To find factors that represented the data, an exploratory factor analysis was used. Seven factor structures were obtained using the principle axis factoring extraction approach and the promax rotation procedure. The instrument was changed because some of the factors were not sufficiently defined. Internal consistency analysis revealed that students responded consistently to 3 dimensions and 12 items. Test-retest correlations were strong (r ≥ 0.70), and internal consistency analysis revealed that students responded consistently to the eight subscales and items. The correlational analysis revealed that all dimension scores had a substantial impact on students' e-learning satisfaction. Design dimension (β =.354 and Sig. =.000), environmental dimension (β = 0.331 and Sig.=.000), and internet accessibility (β = 0.265 and Sig.=.002) were the strongest indicators of students' e-learning satisfaction. The model survey instrument has acceptable satisfaction properties, according to the results of this study, and it captures 6 dimensions of e-learning components, including "Learner dimension”, “Instructor dimension”, “Course dimension”, “Technology dimension”, “Design Dimension," "Environmental Dimension," and "Internet accessibility" acts as mediator. The findings validated the multi-dimensionality of student’s e-learning satisfaction. The model instrument also has reasonable content, construct, and criterion validities, and may be utilized by teacher/ educators with a good degree of reliability.
Design Dimension, Environmental Dimension, Internet Accessibility, Exploratory Factor Analysis, Student’s E-Learning Satisfaction