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M. Allen, J. Bourhis, N. Burrell and E. Marbry, “Com- paring Student Satisfaction with Distance Education to Traditional Classrooms in Higher Education: A Meta- Analysis,” US Journal of Distance Education, Vol. 16, No. 2, 2002, pp. 83-97. doi:10.1207/S15389286AJDE1602_3

has been cited by the following article:

• TITLE: Perceived Self-Efficacy and Its Effect on Online Learning Acceptance and Student Satisfaction

  AUTHORS: Jung-Wan Lee, Samuel Mendlinger

  KEYWORDS: Information Technology, Online Education, Cultural Difference

  JOURNAL NAME: Journal of Service Science and Management, Vol.4 No.3, September 29, 2011

  ABSTRACT: This paper investigates the effect of perceived self-efficacy on perceptions of ease of use and usefulness of online learning systems, and its effects on behavioral intention toward online learning acceptance and student satisfaction. Eight hundred and seventy-two samples collected from students in online classes in the United States and Korea were analyzed using factor analysis and structural equation modeling techniques. The results show that: 1) perceived self-effi- cacy serves as an antecedent to online learning acceptance and its degree of importance is partially a function of cultural background; and 2) perceived usefulness of online learning systems influences positively on online learning acceptance and student satisfaction. Significant differences were found between Korean and US students but how much of this was due to cultural differences or degree of experience could not be determined.