As online class offerings continue to proliferate and more students take at least one online class in college, more research is needed to explore factors that impact students’ perceptions of their online classes. Past research has found a positive relationship between students’ computer self-efficacy and their satisfaction with online learning, but little research has explored how learning management system and online learning self-efficacy relate to perceptions of satisfaction and perceived usefulness of online classes. In addition to confidence, students must also implement and apply their learning skills in an online environment; thus self-regulation and time management as well as past online learning experience are additional factors that have been shown to be related to satisfaction with and usefulness of online learning. This study explores how students’ confidence regarding their ability to use online learning platforms, utilize self-regulation strategies, and their confidence in their ability to learn in online classes predict both their satisfaction with and perceived usefulness of online classes. Multiple regression analyses revealed that students’ confidence to learn online was the strongest positive predictor of satisfaction and usefulness of online classes. The results indicate that exploring students’ purpose and reasons for taking online classes, beyond a students’ skill set and learning strategies, are fruitful directions to pursue when assessing evaluations of online classes.

中文翻译：

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检验学生对在线学习的自信心，自我调节技能以及对在线课程的满意度和有用性的看法

随着在线课程的不断增加，以及越来越多的学生在大学里参加至少一门在线课程，需要更多的研究来探索影响学生对其在线课程的看法的因素。过去的研究发现学生的计算机自我效能感与他们对在线学习的满意度之间存在正相关关系，但是很少有研究探索学习管理系统和在线学习自我效能如何与满意度的感知和对在线课堂的有用性的联系。除了信心之外，学生还必须在在线环境中实施和运用他们的学习技能；因此，自我调节和时间管理以及过去的在线学习经验是与在线学习的满意度和有用性相关的其他因素。这项研究探讨了学生对他们使用在线学习平台的能力，使用自我调节策略的信心以及他们对在线课程学习能力的信心如何预测他们对在线课程的满意度和感知的实用性。多元回归分析显示，学生对在线学习的信心是在线课程的满意度和有用性的最强积极预测指标。结果表明，在评估在线课程评估时，探索学生的目的和参加在线课程的目的，超越学生的技能和学习策略，是追求富有成果的方向。他们对在线课程学习能力的信心预示着他们对在线课程的满意度和感知的实用性。多元回归分析显示，学生对在线学习的信心是在线课程的满意度和有用性的最强积极预测指标。结果表明，在评估在线课程评估时，探索学生的目的和参加在线课程的目的，超越学生的技能和学习策略，是追求富有成果的方向。他们对在线课程学习能力的信心预示着他们对在线课程的满意度和感知的实用性。多元回归分析显示，学生对在线学习的信心是在线课程满意度和有用性的最强积极预测指标。结果表明，在评估在线课程评估时，探索学生的目的和参加在线课程的目的，超越学生的技能和学习策略，是追求富有成果的方向。