Invited Commentary

Commentary on “Factors Affecting Learner Satisfaction with an Internet-Based Curriculum”

Authors: Melanie T. Tucker, PhD

Abstract

Sisson and colleagues offer value to higher education academicians in their article in this issue of the Southern Medical Journal.1 This article focuses on the use of online learning among medical residents, but the components of learner satisfaction can be translated to the traditional classroom or any learning environment.

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References

1. Dalal D, Brancati F, Sisson S. Associations between knowledge and learner satisfaction among users of an online ambulatory curriculum. South Med J 2012; 105: 387–391.
 
2. Piccoli G, Ahmad R, Ives B. Web-based virtual learning environments: a research framework and a preliminary assessment of effectiveness in basic IT skill training. MIS Q 2001; 25: 401–426.
 
3. Wu JP, Tsai RJ, Chen CC, et al. An integrative model to predict the continuance use of electronic learning systems: hints for teaching. Int J E-Learning 2006; 5: 287–302.
 
4. Eom SB, Wen HJ, Ashill N. The determinants of students’ perceived learning outcomes and satisfaction in university online education: an empirical investigation. Decision Sci J Innovative Educ 2006; 4: 215–235.
 
5. Sun PC, Tsai RJ, Finger G, et al. What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Comput Educ 2008; 50: 1183–1202.
 
6. Glanz K, Rimer B, Viswanath K. Health Behavior and Health Education: Theory, Research, and Practice. San Francisco, Jossey-Bass, 2008.