Professionals as Online Students: Non-academic Satisfaction Drivers

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dc.contributor.authorBagher, Mammed
dc.contributor.authorJeske, Debora
dc.date.accessioned2023-08-29T11:52:03Z
dc.date.available2023-08-29T11:52:03Z
dc.date.issued2019
dc.description.abstractAs student populations become more heterogeneous, it is becoming apparent that the traditional and learner-specific predictors of student satisfaction are not the only important variables that predict students’ experience. Using a two-stage data collection process, we examined predictors in a sample of online MBA students over the course of a two-part survey. Regression analysis suggested that perceived control over one’s schedule at work was a significant predictor of distance learning satisfaction and program satisfaction. This suggested that the MBA students’ ability to maintain a work-life balance (which allows for both work and studies) plays a significant role in shaping student satisfaction. Correlations further suggested the higher the expectations of the students about program provisions and feedback, the lower their subsequent distance learning satisfaction scores. The results bring the importance of pre-enrolment program communication (rather than program efforts) as well as inclusion into focus.en
dc.description.sponsorshipThis work has been funded by the Federal Ministry of Education and Research of Germany (BMBF) (grant no.: 16DII111, 16DII112, 16DII113, 16DII114, 16DII115, 16DII116, 16DII117 – „Deutsches Internet-Institut“)
dc.identifier.citationBagher, M., & Jeske, D. (2019). Professionals as Online Students: Non-academic Satisfaction Drivers. Proceedings of the Weizenbaum Conference 2019: Challenges of Digital Inequality, 36–44. https://doi.org/10.34669/WI.CP/2.6
dc.identifier.doihttps://doi.org/10.34669/wi.cp/2.6
dc.identifier.eissn2510-7666
dc.identifier.urihttps://www.weizenbaum-library.de/handle/id/50
dc.language.isoeng
dc.publisherWeizenbaum Institute
dc.relation.ispartofhttps://doi.org/10.34669/WI.CP/2.32
dc.relation.ispartofseriesWeizenbaum Conference Proceedings
dc.rightsopen access
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectEducationen
dc.subjectUniversity Educationen
dc.subjectsatisfactionen
dc.subjectaccompanying studiesen
dc.subjectlearning environmenten
dc.subjecteducational motivationen
dc.subjectself-efficacyen
dc.subjectexpectationen
dc.subjectdistance learningen
dc.subjectGreat Britainen
dc.subjectBildung und Erziehungde
dc.subjectexpectation managementde
dc.subjectprogram satisfactionde
dc.subjectBildungswesen tertiärer Bereichde
dc.subjectErwartungde
dc.subjectBildungsmotivationde
dc.subjectZufriedenheitde
dc.subjectGroßbritanniende
dc.subjectSelbstwirksamkeitde
dc.subjectLernumgebungde
dc.subjectFernstudiumde
dc.subjectBegleitstudiumde
dc.subject.ddc370 Bildung und Erziehung
dc.titleProfessionals as Online Students: Non-academic Satisfaction Drivers
dc.typeConferencePaper
dc.type.statuspublishedVersion
dcmi.typeText
dcterms.bibliographicCitation.booktitleProceedings of the Weizenbaum Conference 2019
dcterms.bibliographicCitation.originalpublisherplaceBerlin
dcterms.bibliographicCitation.pageend44
dcterms.bibliographicCitation.pagestart36
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Proceedings of the Weizenbaum Conference 2019: Challenges of Digital Inequality