Skip to main content
SpringerLink
Log in
Book cover

International Conference on Hybrid Learning and Continuing Education

ICHL 2013: Hybrid Learning and Continuing Education pp 155–166Cite as

An Exploration of Student Satisfaction in Online Accounting Courses

  • Conference paper

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 8038))

Abstract

Online learning management systems potentially offer enriched learning environments with higher learner autonomy and more interactions among learners than traditional classrooms. Using learning motivation and individual student characteristics as variables, we developed a user satisfaction model for an online learning network. This model was empirically tested on undergraduate students who were enrolled in online accounting courses that used the Interactive Learning Network (ILN) platform. The results showed that there were significant relationships between learning platform features, accounting (subject) features, and satisfaction, but the relationship between learner motivation and learner satisfaction was not significant. The proposed online learning satisfaction model explained 58 percent of the observed variance. The implications of this model are discussed.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Wang, S.-K., Reeves, T.: The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course. Educational Technology Research & Development 54, 597–621 (2006)

    Article  Google Scholar 

  2. Davis, F.D.: Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly 13, 319–339 (1989)

    Article  Google Scholar 

  3. Fishbein, M., Ajzen, I.: Belief, Attitude, Intention & Behavior: An Introduction to Theory and Research. Addison-Wesley, Reading (1975)

    Google Scholar 

  4. Bandura, A.: Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review 84, 191–215 (1977)

    Article  Google Scholar 

  5. Li, S.M., Ma, W.W.K.: Motivational Factors for Accounting Learning – The Development of a Holistic Framework. In: Cheung, S.K.S., Fong, J., Kwok, L.-F., Li, K., Kwan, R. (eds.) ICHL 2012. LNCS, vol. 7411, pp. 243–252. Springer, Heidelberg (2012)

    Chapter  Google Scholar 

  6. Mayer, R.E.: Models for Understanding. Review of Educational Research 59, 43–64 (1989)

    Article  Google Scholar 

  7. Kozma, R.B.: Learning with Media. Review of Educational Research 61, 179–221 (1991)

    Article  Google Scholar 

  8. Morgan, K.: Predicting and understanding students’ attitudes and behaviour in e-learning. In: Morgan, K., Brebbia, C.A., Sanchez, J., Voiskounsky, A. (eds.) Human Perspectives in the Internet Society: Culture, Psychology and Gender. WIT Press, Southampton (2004)

    Google Scholar 

  9. Schunk, D.H.: Self-efficacy and education and instruction. In: Maddux, J.E. (ed.) Self-efficacy, Adaptation, and Adjustment: Theory, Research, and Application, pp. 281–303. Plenum Press, New York (1995)

    Chapter  Google Scholar 

  10. Venkatesh, V.: Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model. Information Systems Research 11, 342–365 (2000)

    Article  Google Scholar 

  11. Turner, J.C., Patrick, H.: How does motivation develop and why does it change? Reframing motivation research. Educational Psychologist 43, 119–131 (2008)

    Article  Google Scholar 

  12. Keller, J.M.: First principles of motivation to learn and e3-learning. Distance Education 29, 175–185 (2008)

    Article  Google Scholar 

  13. ChanLin, L.-J.: Applying motivational analysis in a Web-based course. Innovations in Education & Teaching International 46, 91–103 (2009)

    Article  Google Scholar 

  14. Miltiadou, M., Savenye, W.C.: Applying social cognitive constructs of motivation to enhance student success in online distance education. Educational Technology Review 11 (2003)

    Google Scholar 

  15. Ryan, R.M., Deci, E.L.: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55, 68–78 (2000)

    Article  Google Scholar 

  16. Marton, F., Saljo, R.: Approaches to Learning. In: Marton, F., Hounsell, D., Entwistle, N. (eds.) The Experience of Learning: Implications for Teaching and Studying in Higher Education, pp. 39–58. University of Edinburgh, Centre for Teaching, Learning and Assessment, Edinburgh (2005)

    Google Scholar 

  17. Gonzalez, C.: Conceptions of, and approaches to, teaching online: a study of lecturers teaching postgraduate distance courses. Higher Education 57, 299–314 (2009)

    Article  Google Scholar 

  18. Hall, M., Ramsay, A., Raven, J.: Changing the learning environment to promote deep learning approaches in first-year accounting students. Accounting Education: An International Journal 13, 489–506 (2004)

    Article  Google Scholar 

  19. Schunk, D.H., Pintrich, P.R., Meece, J.L.: Motivation in education: theory, research, and applications. Pearson Merrill Prentice Hall, Upper Saddle River (2008)

    Google Scholar 

  20. Moore, M.G.: Editorial: three types of interaction. The American Journal of Distance Education 3, 1–6 (1989)

    Google Scholar 

  21. Zhang, J., Scardamalia, M., Lamon, M., Messina, R., Reeve, R.: Socio-cognitive dynamics of knowledge building in the work of 9- and 10-years-olds. Educational Technology Research and Development 55, 117–145 (2007)

    Article  Google Scholar 

  22. Hackman, J.R., Oldham, G.R.: Work redesign. Addison-Wesley, Reading (1980)

    Google Scholar 

  23. Adler, R.W., Milne, M.J., Stablein, R.: Situated Motivation: An Empirical Test in an Accounting Course. Canadian Journal of Administrative Sciences 18, 101–115 (2001)

    Article  Google Scholar 

  24. Ma, W.W.K., Yuen, A.H.K.: E-learning system acceptance and usage pattern. In: Teo, T. (ed.) Technology acceptance in education: Research and issues, pp. 201–216. Sense Publishers (2011)

    Google Scholar 

  25. Ma, W.W.K., Yuen, A.H.K.: Understanding Online Knowledge Sharing: An Interpersonal Relationship Perspective. Computers & Education 56, 210–219 (2011)

    Article  Google Scholar 

  26. Biggs, J.B., Kember, D., Leung, D.Y.P.: The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology 71, 133–149 (2001)

    Article  Google Scholar 

  27. Wang, Y.S.: Assessment of Learner Satisfaction with Asynchronous Electronic Learning Systems. Information & Management 41, 75–86 (2003)

    Article  Google Scholar 

  28. Hair, J.F., Black, B., Babin, B., Anderson, R.E.: Multivariate data analysis: A global perspective. Pearson, Upper Saddle River (2010)

    Google Scholar 

  29. Nunnally, J.C., Bernstein, I.H.: Psychometric Theory. McGraw-Hill, New York (1994)

    Google Scholar 

  30. Lucas, U., Mladenovic, R.: Developing new ‘world views’: Threshold concepts in introductory accounting. In: Meyer, J.H.F., Land, R. (eds.) Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge, pp. 148–159. Routledge, Oxford (2006)

    Google Scholar 

  31. Lucas, U., Mladenovic, R.: The potential of threshold concepts: an emerging framework for educational research and practice. London Review of Education 5, 237–248 (2007)

    Article  Google Scholar 

  32. McGuigan, N., Kern, T.: The Reflective Accountant: Changing Student Perceptions of Traditional Accounting through Reflective Educational Practice. The International Journal of Learning 16, 49–68 (2009)

    Google Scholar 

  33. Duff, A., McKinstry, S.: Students’ Approaches to Learning. Issues in Accounting Education 22, 183–214 (2007)

    Article  Google Scholar 

  34. Trigwell, K., Prosser, M.: Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes. Higher Education 22, 251–266 (1991)

    Article  Google Scholar 

  35. Lord, B., Robertson, J.: Students’ experiences of learning in a third-year management accounting class: Evidence from New Zealand. Accounting Education 15, 41–59 (2006)

    Article  Google Scholar 

  36. Kember, D.: Misconceptions about the Learning Approaches, Motivation and Study Practices of Asian Students. In: Tight, M. (ed.) The Routledge Reader in Higher Education, pp. 39–55. Routledge Falmer, London (2004)

    Google Scholar 

  37. Liaw, S.S., Huang, H.M., Chen, G.D.: Surveying instructor and learner attitudes toward e-learning. Computers & Education 49, 1066–1080 (2007)

    Article  Google Scholar 

  38. Wang, Y.S., Wang, H.Y., Shee, D.Y.: Measuring e-learning systems success in an organizational context: Scale development and validation. Computers in Human Behavior 23, 1792–1808 (2007)

    Article  Google Scholar 

  39. Moore, M.G.: Editorial, What Does Research Say About the Learners Using Computer-Mediated Communication in Distance Learning? American Journal of Distance Education 16, 61–64 (2002)

    Article  Google Scholar 

  40. Swan, K.: Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education 22, 306–331 (2001)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Online Communication Research Centre, Department of Journalism & Communication, Hong Kong Shue Yan University, HKSAR, China

    Will Wai Kit Ma

  2. Department of Accounting, Hong Kong Shue Yan University, HKSAR, China

    Sally M. Li

Authors
  1. Will Wai Kit Ma
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sally M. Li
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. The Open University of Hong Kong, Good Shepherd Street, Homantin, Kowloon, Hong Kong

    Simon K. S. Cheung

  2. Computer Science Department, City University of Hong Kong, Hong Kong

    Joseph Fong

  3. School of Continuing Studies, University of Toronto, Canada

    Wilfred Fong

  4. Deaprtment of Business Administration, Caritas Institute of Higher Education, 18 Chui Ling Road, Tseung Kwan O, Hong Kong, China

    Fu Lee Wang

  5. Department of Computer Science, College of Science and Engineering, City University of Hong Kong, Hong Kong, China

    Lam For Kwok

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

Ma, W.W.K., Li, S.M. (2013). An Exploration of Student Satisfaction in Online Accounting Courses. In: Cheung, S.K.S., Fong, J., Fong, W., Wang, F.L., Kwok, L.F. (eds) Hybrid Learning and Continuing Education. ICHL 2013. Lecture Notes in Computer Science, vol 8038. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39750-9_15

Download citation

  • DOI: https://doi.org/10.1007/978-3-642-39750-9_15

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-39749-3

  • Online ISBN: 978-3-642-39750-9

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation