E-learners’ satisfaction as predictors of online classroom community

Xi Lin, East Carolina University, USA, Yan Dai, Auburn University, USA, Hui Shi, East China Normal University, Chunmei Li, Guangdong University of Foreign Studies, China
Published online: 30 October 2020, JCETR, 4(2), pp. 12-19.

DOI: 10.5281/zenodo.4256511

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Purpose: This study investigates Chinese college students’ satisfaction with using e-learning systems and its influences on their sense of online classroom community in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format during the COVID-19 pandemic.

Methods: A total number of 307 college students were recruited with 270 usable responses from a southeastern university in China. E-learner satisfaction measurement and Classroom Community Scale (both with a 5-point Likert-type scale) were used as the instruments to investigate the research questions. Descriptive statistical analysis and multiple regression analysis were conducted in SPSS.

Results: Results of the analysis show that Chinese college students’ satisfaction of using the e-learning system regarding the learner interface, learning community, content, and personalization positively impacts their sense of online classroom community no matter in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format.

Implications: A well-developed e-learning system would enhance students’ sense of online classroom community. Specifically, the user interface, interaction, content arrangement, and personalization should be focused on when developing the e-learning system.


Distance learning, online learning environment, e-learning system, sense of community

JEL Classification: I23, I29