We measured overall satisfaction to web-based training and response to survey items measuring Website Usability, Course Usefulness, Instructional Design Effectiveness, Computer Proficiency and Self-learning Attitude.
Multivariable analyses revealed that the constructs Instructional Design, Web Usability and Course Usefulness item sets were better predictors of satisfaction with web-based training than Computer Proficiency or demographics.
These findings are consistent with the three key predictors of satisfaction with web-based training in continuing education discussed in Atreja et al. [ 38]: effectiveness of the instructional design, website usability and course usefulness.
Multivariable ordinal regression revealed 3 key predictors of satisfaction with web-based training: Instructional Design Effectiveness, Website Usability and Course Usefulness.
The final instrument was determined to be reliable with high alpha coefficients for each of the five distinct constructs in addition to Course Satisfaction: Website Usability (3 items; α = 0. 806), Course Usefulness (2 items; α = 0.808), Instructional Design Effectiveness (5 items; α = 0.922), Computer Proficiency (3 items; α = 0.9015) and Self-learning Attitude (3 items; α = 0.849).
The usefulness component of the MUSIC model includes instructional strategies that encourage students to perceive that their coursework (e.g., assignments, activities) is useful for their short- or long-term goals, or in the real world (Jones, 2009).
Part of that explaining was laying out the features and functions (and their theoretical usefulness) in a series of to-the-point instructional videos like this one.
We might expect that ease of use of online learning would improve over time (as technology improves, learners become more adept, and instructors apply features of effective design), whereas perceived usefulness might remain stable or even decline (as improvements in instructional design are offset by fading infatuation with the new technology and rising expectations).
Though the participants' perception survey indicates the preliminary usefulness and usability, once instructors adopt and utilize iSAT for in-class instructional decision-making, further user study can be conducted to investigate the mechanism of how iSAT actually assists them.
In the moderately influential category were other Instructional Design Effectiveness items (drag-drop, click-roll); Web Usability items (navig, load); Course Usefulness item (relevant); and Self-learning Attitude items (learnalone, motivation).
