This article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

中文翻译：

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整合学生对在线学习的看法：因素的层次结构

本文报告了一项大规模 (n = 987) 探索性因素分析研究，该研究结合了文献中确定的各种概念，从学生的角度作为在线学习的关键成功因素，然后确定它们的层次重要性。七个因素——基本在线模式、教学支持、教学存在、认知存在、在线社交舒适度、在线交互模式和社交存在——被认为是重要和可靠的。回归分析表明，当学生考虑便利性和日程安排时，未来课程入学的最小因素是基本在线模式、认知存在和在线社交舒适度。根据自己的优点接受或接受在线课程的学生需要最低限度的基本在线模式、教学状态、认知状态、在线社交舒适度和社交存在感。喜欢面对面课程并要求类似体验的学生更看重在线互动模式和教学支持。提供了在线课程设计、政策和未来研究的建议。