Relationships between Connectedness, Performance Proficiency, Satisfaction, and Online Learning Continuance

Maintaining momentum is vital in terms of how soon students can complete a program, especially for those who are the early stage taking online courses. This study attempted to extend existing literature by examining influence students’ perceived sense connectedness, performance proficiency, and satisfaction on their intentions continue an learning course. A quantitative survey approach was adopted test our hypothesized structural model. Three hundred sixty-nine had taken fewer than three fully courses participated this study. The results revealed that out four testing hypotheses were all supported at 0.01 significance level, one path coefficients indicated confidence ability or competency perform academic tasks did not directly intention take future Instead, proficiency continuance mediated through factor satisfaction. In addition, found have significantly direct impact intention, suggesting when satisfied with experience, likelihood them other higher.