TOJET: The Turkish Online Journal of Educational Technology – January 2015, volume 14 issue 1

THE INFLUENCE OF LEARNER READINESS ON STUDENT SATISFACTION

AND ACADEMIC ACHIEVEMENT IN AN ONLINE PROGRAM AT HIGHER
EDUCATION
Assist. Prof. Dr. Özkan Kırmızı
Karabük University, Turkey
ozkankirmizi@gmail.com

ABSTRACT
The purpose of this study was to measure the self-perceptions of distance education learners in terms of learner
readiness and to determine the predictors of satisfaction and success in distance education. Learner readiness
consists of five sub-dimensions: (1) computer/internet self-efficacy, (2) self-directed learning, (3) learner control,
(4) motivation for learning, and (5) online communication self-efficacy. The subjects of the study are 84 English
Language and Literature Distance Education Program students. In order to collect data, Online Learning
Readiness Scale (OLRS), developed and validated by Hung, et al. (2010), was used. For the current study the
Cronbach Alpha was found .88. The correlation analysis revealed that all the sub-dimensions of learner readiness
correlate significantly with the concept of student satisfaction and student success. In addition, regression
analysis was carried out in order to see the impact of each of the sub-dimensions of learner readiness on
satisfaction. As a result of the regression analysis, it was found out that motivation is the most important
dimension that influences student satisfaction in online learning. As a next step, another regression analysis was
carried out in order to determine the impact of the sub-dimensions of learner readiness on student success. The
results indicate that self-directed learning is the most important predictor of success. The next two most
important predictors of success in distance education were found to be learner control and motivation.

Keywords: Learner readiness, student satisfaction, academic achievement, on-line EFL learning environment

1. INTRODUCTION
The concept of learner readiness was first proposed by Warner, Christie, and Choy (1998). They specified the
three important aspects of readiness for online learning environments. These are: (1) students’ preferences for
the form of delivery as opposed to face-to-face classroom instruction; (2) student confidence in using electronic
communication for learning and, in particular, competence and confidence in the use of the Internet and
computer-mediated communication; and (3) the ability to engage in autonomous learning.

Online learning environments offer more opportunities for individualization and flexibility, which creates an
increased demand for self-directed learning (Grabinger & Dunlap, 1995). Similarly, Wolfe (2000) states that
distance education programs assign more demands on learners compared to traditional learning environments.
Grabinger and Dunlap (2000) clearly state that students enrolled in online programs need a bulk of “well-
developed lifelong learning skills and strategies, such as goal-setting, action planning, learning-strategy selection
and assessment, resource selection and evaluation, reflective learning and time management.” (p. 37). In short,
self-direction and initiatives on the part of students are necessary components that distance education students
are supposed to have in order to fulfill their learning goals.

2. THEORETICAL BACKGROUND
Learner readiness consists of five sub-dimensions. Self-directed learning focuses on learners’ ability to take
responsibility for the learning context to reach their learning objectives. The concept of learner control refers to
online learners’ control over their learning efforts to direct their own learning. Thirdly, motivation for learning is
related to online learners’ learning attitudes, and the concept of computer/internet self-efficacy is about online
learners’ ability to demonstrate proper computer and internet skills. Finally, the concept of online
communication self-efficacy centered on describing learners’ adaptability to the online setting through
questioning, responding, commenting, and discussing (Hung et al., 2010).

2.1. Sub-dimensions of learner readiness

The first dimension of learner readiness is computer and Internet self-efficacy, which is, according to Kuo,
Walker, Belland, & Schroder (2013), not addressed as much as other variables. The authors point out the
existence of evidence that support the influence of Internet self-efficacy on student satisfaction and indicate that
it is not at a satisfactory level and does not lead to clear conclusions. There are, however, a few studies. Eastin
and La Rose (2000), for example, found a positive correlation between Internet self-efficacy and expected
learning outcomes. Chu and Chu (2010) found a positive correlation between Internet self-efficacy and

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satisfaction. Rodriguez Robles’ study (2006) found that Internet self-efficacy is not a significant predictor of
student satisfaction.

Knowles (1975:18) defines self-directed learning (SDL) as “a process in which individuals take the initiative,
with or without the help of others, in diagnosing their learning needs, formulating goals, identifying human and
material resources, choosing and implementing appropriate learning strategies, and evaluating learning
outcomes”. This definition is highly comprehensive and indicates a complex learning process that makes high
demands on students for choices (Boekaerts, 1999; Winne & Perry, 2000). Paris and Paris (2001: 89) stated that
self-directed learning “emphasizes autonomy and control by the individual who monitors, directs, and regulates
actions toward goals of information acquisition, expanding expertise and self-improvement”. To summarize,
self-regulated learners are “metacognitively, motivationally, and behaviorally active participants in their own
learning process” (Zimmerman, 1989a: 4).

The place of motivation in educational research has been accentuated by many researchers. There is no doubt
that motivation is one of the leading factors in student success and other issues. In literature, intrinsic motivation
was found to be influential on a lower dropout rate, higher-quality learning, better learning strategies, and greater
enjoyment of school (Czubaj, 2004; Deci & Ryan, 1985). Similarly, extrinsic motivation is linked to getting
higher grades on exams, getting awards, and getting prizes. Therefore, as an element of learner readiness,
motivation assumes importance in measuring student satisfaction and academic achievement.

Learner control implies the degree to which learners can direct their own learning process (Shyu & Brown,
1992). By nature, distance education programs require learners to take hold of their own learning as opposed to
traditional learning environments where learners are required to follow a developmental sequence by the help of
coursebooks or other instructional materials. In distance education programs, learners are given control over
their own learning process in terms of the amount of content, the sequence, and the pace of learning (Hannafin,
1984; Reeves, 1993). Now that learners are by themselves with the course material in distance education
programs, especially in handling the asynchronous course materials, learner control assumes great importance.
Another sub-dimension of learner readiness is computer and internet self-efficacy. Self-efficacy is derived from
Albert Bandura’s social cognitive theory and offers a conceptual framework to get a grasp of how self-efficacy
beliefs affect student satisfaction and academic achievement in online programs (Bandura, 1977). Accordingly,
Eastin and LaRose (2000) stressed that computer and internet self-efficacy leads both to increased performance
in technical issues like downloading documents or managing the online system and better performance in solving
problems in online learning. Therefore, it is hypothesized that increased computer and internet self-efficacy leads
to increased students satisfaction and achievement. Tsai and Tsai (2003), for example, found that students with
high Internet self-efficacy learned better than students with low Internet self-efficacy in a Web-based learning
task.

The final sub-dimension of learner readiness is online communication self efficacy. Palloff & Pratt (1999) found
that introvert students participate more in online learning environments than traditional environments. Roper
(2007) claimed that successful students are supposed to take the advantage of classroom discussions as much as
possible. In short, Hung et al (2010) concluded that communication self-efficacy in online learning is an
essential dimension for overcoming the limitations of online communication.

2.2. Student satisfaction in online programs

Although there is a bulk of literature emerging on distance education, there are no studies that focus on learner
readiness and student satisfaction. According to Kuo et al. (2013), student satisfaction means the perceptions of
learners of the value of a course and their experiences in the learning program. Thus, they point out that it
deserves to be studied.

Higher education institutions consider student satisfaction as one of the major elements in determining the
quality of online programs in today’s markets (Yukselturk & Yildirim, 2008). Student satisfaction in online
programs has been studied in relation to a number of factors. It has been studied in relation to persistence (Allen
& Seaman, 2008), retention (Debourgh, 1999; Koseke, & Koseke, 1991), course quality (Moore & Kearsley,
1996), and student success (Keller, 1983; Pike, 1993). Findings indicate that high satisfaction leads to higher
levels of retention, higher persistence in learning, and higher motivation (Keller, 1983; Koseke, & Koseke,
1991). There is no doubt that research studies on satisfaction help course designers, educators and administrators
to work on areas that need improvement (Reinhart & Schneider, 2001).

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3. RESEARCH METHODOLOGY
3.1. Purpose
This paper aims to measure distance education students in terms of their self-perceptions about learner readiness.
The next aim of the paper is to identify the predictors of students satisfaction and student success in the distance
education program. Therefore, this paper tries to answer the following research questions:

1. What are distance education students’ self-perceptions about the following sub-dimensions of learner
readiness?
(a) computer/internet self-efficacy,
(b) self-directed learning,
(c) learner control,
(d) motivation for learning, and
(e) online communication self-efficacy

2. What are the predictors of student satisfaction for distance education students?
3. What are the predictors of success for distance education students?

3.2. Subjects of the study

The study included 84 students who attend the English Language and Literature Department at Karabuk
University. The number of female students (N = 50) was greater than the number of male students (N = 34). In
terms of age groups, there is almost the same number of students in the three age groups (21-25, 25-30, 31-35)
while there are only two students who are over 36. The number of third level students (N=54) is greater than that
of second level students (N=30. Table 1 presents the demographic characteristics of the students.

Table 1. Demographic characteristics of the participants

N P
Gender
Female 50 59.5
Male 34 40.5
Age
21-25 27 32.1
25-30 28 33.3
31-35 27 32.1
36-over 2 2.4
Class level
2nd class 30 35.7
3rd class 54 64.3

3. 3. Data Collection Tool

In order to collect data, “Online Learning Readiness Scale” (OLRS) was used. OLRS was developed by Hung et
al., (2010) and includes five dimensions. These dimensions are a) self-directed learning, b) motivation for
learning, c) computer/internet self-efficacy, d) learner control, and e) online communication self-efficacy.

The reliability analysis of the research tool is given in the table below. Internal reliability coefficients
(Cronbach’s Alpha) for all dimensions range from .64 to .88 and the total internal reliability coefficient is .88,
which indicates a high level of reliability.

Table 2. Reliability analysis

Variables α Number of items
student satisfaction .88 5
computer/internet self-efficacy .85 3
self-directed learning .79 5
learner control .64 3
motivation .79 4
online communication self-efficacy .79 3
Total .88 23

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4. DATA ANALYSIS AND RESULTS

4.1. Descriptive Statistics
Table 3 presents the descriptive statistics (range, minimum, maximum, mean, and standard deviation) of
variables such as computer/internet self-efficacy, self-directed learning, learner control, motivation for learning,
online communication self-efficacy, and student satisfaction.

Table 3. Descriptive statistics for the components of self-regulation

Student satisfaction and sub-dimensions of N Minimum Maximum Mean SD
student readiness
student satisfaction 84 5.00 25.00 17.904 4.082
computer/internet self-efficacy 84 6.00 15.00 11.369 2.029
self-directed learning 84 9.00 25.00 18.702 3.528
learner control 84 4.00 15.00 10.595 2.297
motivation 84 9.00 20.00 16.428 2.816
online communication self-efficacy 84 6.00 15.00 11.369 2.296

We can understand from Table 3 that students have the highest mean score in self-directed learning (M=18.702)
followed by a relatively high level of satisfaction (M=17.904) and motivation (M=16.428). The lowest variable
is learner control (M=10.595).

In order to further analyze the level of each dimension of learner readiness and student satisfaction, the results of
84 participants were grouped as low, moderate, and high. To do this, the maximum values were divided into
three in order to find the cut-off points. The cut-off points for the variables are as follows: student satisfaction
(low=1-8, moderate=9-16, high=17-25), computer/internet self-efficacy (low=1-5, moderate=5-10, high=10-15),
self-directed learning (low=1-8, moderate=9-16, high=17-25), learner control (low=1-5, moderate=5-10,
high=10-15), motivation (low=1-7, moderate=8-15, high=16-20), and online communication self-efficacy
(low=1-5, moderate=5-10, high=10-15). The results are presented in Table 4. According to the results, we can
say that the participants have high levels for all the dimensions of learner readiness as well as learner satisfaction
in total.

Table 4. Distribution of the sub-dimensions of learner readiness

sub-dimensions of learner readiness Low Moderate high
f % f % f %
student satisfaction 3 3.0 18 21.42 63 75.00
computer/internet self-efficacy 0 0 19 22.61 65 77.38
self-directed learning 0 0 22 26.19 62 73.80
learner control 1 1.1 23 27.38 60 71.42
Motivation 0 0 27 32.14 57 67.85
online communication self-efficacy 0 0 19 22.61 65 77.38
Student satisfaction
The results pertaining to each item under each of the variables were presented in detail in this part. First of all,
Table 5 presents the frequencies and percentages about student satisfaction. As we can understand form the
table, a majority of the participants stated that the courses contribute to their educational development (65,5%)
and to their professional development (65,5%), they are satisfied with the level of interaction that took place in
the courses (61,9%), and they will continue their online education (60,7%). A moderate number of the
participants stated that they were satisfied with the online courses (47,1%). In short, the participants report a high
level of satisfaction in their online courses.

Table 5. Frequencies and percentages as regards student satisfaction.

Student satisfaction Disagree Undecided Agree
N 9 27 48
1. Overall, I am satisfied with the classes.
% 10,8 32,1 47,1
2. This course contributed to my educational N 9 20 55
development. % 10,8 23,8 65,5
3. This course contributed to my professional N 10 19 55
development. % 12,0 22,6 65,5
4. I am satisfied with the level of interaction N 10 22 52
that happened in this course. % 11,9 26,2 61,9
5. In the future, I would be willing to take a N 12 21 51
fully online course again. % 14,3 25,0 60,7

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Computer/internet self-efficacy
Table 6 presents the descriptive statistics about computer and internet self-efficacy. The figures in the table
report that a big number of the participants stated that they could comfortably use the Internet (75,0%), feel
confident in their knowledge and skills of how to use online learning software, and finally feel confident in
performing the basic function of office programs (70,2%). Computer and Internet self-efficacy is extremely
important for distance education students and the findings of this study indicate that they have a high level of
computer self-efficacy.

Table 6. Frequencies and percentages as regards computer/internet self-efficacy

Computer/internet self-efficacy Disagree Undecided Agree
1. I feel confident in performing the basic N 11 14 59
functions of Microsoft Office programs
% 13.1 16.7 70.2
(Word, MS Excel)
2. I feel confident in my knowledge and N 5 19 63
skills of how to manage software for
% 6,0 22,6 71,5
online learning.
3. I feel confident in using the Internet to N 6 15 63
find or gather information for online
% 7,1 17,9 75,0
learning.

Self-directed learning
The third sub-dimension of learner readiness is self-directed learning. The descriptive statistics about self-
directed learning are presented in Table 7. As we can understand from the table, a majority of the participants
could carry out their own study plan (69,1%), have higher expectations for their learning (67,9%), and set up
their learning goals (64,2%). A considerable number of the participants pointed out that they try to get help when
they come across with problems (58,4%) and manage time well (55,9%). Overall, we can speculate that distance
education students are highly proficient in self-directed learning, which is an extremely important skill for them.

Table 7. Frequencies and percentages as regards self-directed learning

Self-directed learning Disagree Undecided Agree
N 6 20 58
1. I carry out my own study plan.
% 7,2 23,8 69,1
2. I seek assistance when I face learning N 7 28 49
problems. % 8,4 33,3 58,4
N 11 26 47
3. I manage time well.
% 13,1 31,0 55,9
N 6 24 54
4. I set up my learning goals.
% 7,2 28,6 64,2
N 8 19 57
5. I have higher expectations for my learning.
% 9,6 22,6 67,9

Learner control
The results about the fourth sub-dimension of learner readiness, learner control, are presented in Table 8. The
table indicates that a majority of the participants stated that they repeat the material they learned in the course
(64,3%) and can direct their own learning (61,9%), while a moderate number of the participants pointed out that
they were not distracted by other online activities (47,6%). Therefore, we can understand that distance education
students have a satisfactory level of control over their own learning process.

Table 8. Frequencies and percentages as regards learner control

Learner control Disagree Undecided Agree
N 12 20 52
1. I can direct my own learning progress.
% 14,3 23,8 61,9
2. I am not distracted by other online N 18 26 40
activities when learning online (facebook,
% 21,4 31,0 47,6
twitter, etc)
3. I repeat the instructional materials on the N 8 22 54
basis of my needs. % 9,5 26,2 64,3

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Motivation
When it comes to motivation, the results are presented in Table 9. The figures in the table show that a huge
number of the participants pointed out that they think that they learn from their mistakes (83,3%) and were open
to new ideas (82,2%). A majority of the participants also stated that they liked sharing their ideas with others
(75,%) and had motivation to learn (72,6%). To conclude, it is obvious that the participants have a high level of
motivation to continue their online education.

Table 9. Frequencies and percentages as regards motivation

Motivation Disagree Undecided Agree
N 4 11 69
1. I am open to new ideas.
% 4,8 13,1 82,2
N 7 16 61
2. I have motivation to learn.
% 8,4 19,0 72,6
N 1 13 70
3. I improve from my mistakes.
% 1,2 15,5 83,3
N 4 17 63
4. I like sharing my ideas with others.
% 4,8 20,2 75,0

Online communication self-efficacy

Finally, the last important sub-dimension of online learner readiness is online communication self-efficacy. The
descriptive statistics are presented in Table 10. The results indicate that a majority of the participants stated that
they felt confident in using online tools (72,6%), and in expressing themselves through text (64,3%), while a
moderate number of the participants pointed out that t45bvgftrhey were confident in posting questions in online
discussions (58,4%). In short, the figures indicate that the participants have a high level of online
communication self-efficacy, which is a fundamental skill for distance education students.

Table 10. Frequencies and percentages as regards online communication self-efficacy

Online communication self-efficacy Disagree Undecided Agree
1. I feel confident in using online tools N 6 17 61
(email, discussion) to effectively
% 7,2 20,2 72,6
communicate with others.
2. I feel confident in expressing myself N 3 27 54
(emotions and humor) through text. % 3,6 32,1 64,3
3. I feel confident in posting questions in N 8 27 49
online discussions % 9,5 32,1 58,4

4.2. Correlation Study for Student Satisfaction

As can be seen from Table 12, there were positive relationships between learner satisfaction and computer self-
efficacy (r = .28, p < .01), learner control (r = .28, p < .01), online communication self-efficacy (r = .42, p < .01),
self-directed learning (r = .32, p < .01), and learner satisfaction (r = .47, p < .01). The highest correlation
occurred between learner satisfaction and motivation (r = .47, p < .01). Correlation results indicated that all of
the independent variables were in positive relationships with students' satisfaction.

Table 12. Pearson Product-Moment correlations among measures for all subjects of the study
Variables 1 2 3 4 5 6
** ** **
1. CSE - .38 .36 .51 .12 .28**
* **
2. LC - .22 .47 .21 .28**
* **
3. OCSE - .28 .44 .42**
4. SDL - .23* .32**
5. MO - .47**
6. LS -
Notes: *p < .05; **p > .01
Computer self-efficacy: CSE
Leaner control: LC
Online communication self-efficacy: OCSE
Self-directed learning: SDL
Motivation: MO
Learner satisfaction: LS

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4.3. Regression analysis for satisfaction

Table 13 below reports the results of multiple linear regression analysis for variables predicting the satisfaction
levels distance education students. The multiple correlation coefficient was .57 revealing that nearly 32% of the
variance in the sample can be accounted for the linear combination of computer self-efficacy, self-directed
learning, learner control, motivation, and online self-efficacy. T-test results for the significance of regression
coefficients illustrated that motivation was the only significant predictor of satisfaction (β = .33, p < .05). Other
variables were not significant in predicting in distance education students' satisfaction (β = .08, p > .05; β = .11,
p > .05; β = .09, p > .05, and β = .20, p > .05, respectively). Relying on this finding, it may be speculated that
motivated learners become satisfied with their language learning studies. Distance education students work alone
without any guidance by either from their teachers or peers, and thus may feel de-motivated without such a lack
of guidance. To eliminate this problem, their instructors should help them improve their motivation and thus feed
their satisfaction by providing them enjoyable online learning activities so that they can take on responsibility. In
return, this is expected to give rise to learner autonomy within a constructivist point of view.

Table 13: Results of regression analysis for variables predicting satisfaction

Variables B SE β t p
Constant .93 .59 .158 .88
Computer self-efficacy .08 .11 .08 .68 .50
Self-directed learning .12 .14 .11 .91 .37
Learner control .10 .12 .09 .83 .41
Motivation .38 .12 .33 3.129 .00
Online self-efficacy .22 .12 .20 .184 .07
Notes: R = .57; R2 = .32; F(5, 83) = 7.43; p = .00

4.4. Correlation Study for Academic Achievement

As can be seen in Table 14, there are positive relationships between academic achievement and computer self-
efficacy (r = .21, p < .01), self-directed learning (r = .40, p < .01), learner control (r = 24, p < .01), motivation (r
= 24, p < .01). However, the relation between online self-efficacy and academic achievement was too weak (r =
.03, p < .01). The highest correlation occurred between self-directed learning and academic achievement (r =
.40, p < .01). Correlation analysis indicated that there is a positive relation between all of the variables and
academic achievement.

Table 14. Pearson Product-Moment correlations among measures for all subjects of the study
Variables 1 2 3 4 5 6
** ** **
1. CSE - .51 .38 .12 .36 .21
2. SDL - .47** .23* .28* .40**
3. LC - .21 .22* .24*
4. MO - .43** .24*
5. OCSE - .03
6. AC -
Notes: *p < .05; **p > .01
Computer self-efficacy: CSE
Leaner control: LC
Online communication self-efficacy: OCSE
Self-directed learning: SDL
Motivation: MO
Academic Achievement: LS

4.5. Regression analysis for academic achievement

Table 15 reports the results of multiple linear regression analysis for variables predicting academic achievement
levels of distance education students. The multiple correlation coefficient was .46 revealing that nearly 22% of
the variance in the sample can be accounted for the linear combination of computer self-efficacy, self-directed
learning, learner control, motivation, and online self-efficacy.

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Table 15. Results of regression analysis for variables predicting academic achievement
Variables B SE β t p
Constant .1.36 .30 .4.59 .00
Computer self-efficacy
.16 .07 .21 1.96 .05
(R= .21; R2= .05)
Self-directed learning
.33 .08 .40 4.00 .00
(R= .40 ; R2= .16)
Learner control
.18 .08 .24 .2.26 .03
(R= .24 ; R2= .06)
Motivation
.20 .09 .24 2,26 .03
(R= .24 ; R2= .06)
Online self-efficacy
.02 .83 .03 .26 .79
(R= .03; R2= .00)
2
Notes: R = .46; R = .22; F(4, 33) p = .00

Table 15 indicates that the relation between computer self-efficacy levels of distance education students and their
academic achievement is meaningful (R = .21, p < .05). The results of regression analysis, however, indicate that
computer self-efficacy is not a significant predictor of academic achievement for distance education students (β
= .21, p > .05). As for self-directed learning, the table shows that the relation between academic achievement and
self-directed learning is significantly meaningful (R = .40, p < .05). The results of the regression analysis show
that self-directed learning is the most important predictor of academic achievement for distance education
students (β = 4.00, p > .05). Table 15 indicates that the relation between learner control, motivation and
academic achievement was also found to be meaningful (R = .24, p < .05, R = .24, p < .05, respectively). The
results of the regression analysis demonstrate that learner control and motivation other important predictors of
academic achievement (β = 2.26, p > .05, β = 2.26, p > .05, respectively). Finally, the relation between online
self-efficacy and academic achievement was not found to be significant (R=.03, p <05). Therefore, online self-
efficacy is not one of the predictors of academic achievement among distance education students. As a result,
depending on the results of the multiple regression analysis, self-directed learning is the most important predictor
of success. The next two most important predictors of success in distance education are learner control and
motivation.

5. DISCUSSION AND CONCLUSION

The purpose of this study was to investigate the relation between learning readiness and student satisfaction at
higher education. The dependent variable in the study was student satisfaction and the independent variables
were computer self-efficacy, self-directed learning, learner control, motivation, and online self-efficacy, which
are the sub-dimensions of learner readiness. To this end, the sub-dimensions of learner readiness were
investigated in the first place in order to understand the level of learner readiness of the participants. The results
indicated that the participants have a high level of learner readiness and satisfaction.

In order to collect data, the OLRS developed by Hung et al. (2010) was used for the purpose of the study. This
scale includes 18 items under five dimensions. These five sub-dimensions of learner readiness formed the
independent variables of the study. These variables are: (a) self-directed learning, (b) motivation for learning, (c)
computer/internet self-efficacy, (d) learner control, and (e) online communication self-efficacy.

Descriptive statistics pertaining to each of the items under the five sub-dimensions were run in the study. The
results have indicated that distance education students think that their courses contribute to their educational and
professional development. They also stated that they were satisfied with the level of interaction provided in
online courses. With regard to computer and Internet self-efficacy, it was found that the participants could
comfortably use the Internet effectively as well as online learning software, and finally feel confident in
performing the basic function of office programs. The study found in terms of self-directed learning that the
participants could carry out their own study plan and have high expectations from their learning. They can also
set learning goals. In addition, as for motivation the participants were highly motivated in their online course.
Finally, it was found that the participants view themselves highly proficient in terms of online communication
self-efficacy.

In order to investigate the correlation between the dependent and independent variables of the study, correlation
analysis was carried out. The results indicated an optimum level of correlation between and among the variables.
Therefore, further statistical analyses could be carried out. The next analysis was to run a linear regression
analysis in order to see the multiple influences of (a) self-directed learning, (b) motivation for learning, (c)
computer/internet self-efficacy, (d) learner control, and (e) online communication self-efficacy on student

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satisfaction. The obtained multiple correlation coefficient (.57) indicated that nearly 32% of the variance in the
sample could be accounted for the linear combination of computer self-efficacy, self-directed learning, learner
control, motivation, and online self-efficacy. In addition, t-test results for the significance of regression
coefficients illustrated that motivation was the only significant predictor of satisfaction (β = .33, p < .05). It was
once again confirmed in this study that motivation variable was found to be highly influential on student
satisfaction.

The next important step in the study was to investigate predictors of academic achievement in the distance
education program. A correlational analysis was conducted in order to see the relation between the variables of
the study and the dependent variable, academic achievement. The results indicated that there was a positive
correlation between the dependent and the independent variables. As a next step, a multiple regression analysis
was carried out in order to determine the predictors of academic achievement. The results indicated that self-
directed learning was the most important predictor of success in the distance education program. The next two
important predictors were found to be learner control and motivation.

In terms of the relation between computer/Internet self-efficacy and satisfaction, the results of the study found a
positive correlation and support the findings of Chu and Chu’s (2010) study. However, although a positive
correlation was found, the regression analysis indicated that computer/Internet self-efficacy is not one of the
predictors of satisfaction. This finding is in line with the findings of Rodriguez Robles’ study (2006).

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