Determinants of College Students' Satisfaction with Online Education of Professional Technical Courses
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Purpose: This study comprehensively analyzes and evaluates the causal relationship among system quality, information quality, service quality, perceived usefulness, perceived ease of use, and students' satisfaction with online education of professional technical courses. Research design, data, and methodology: Item-objective congruence (IOC) analysis and a pilot test were used to guarantee its validity and reliability with this study's instrument. Questionnaires was sent to the target group. All data was analyzed using multiple linear regression to ascertain the degree of influence and logical connection between the variables. In addition, 30 of the 80 pre-test subjects were selected as the experimental group for strategic planning. After reading the strategic plan, a post-test team conducted a T-Test for a paired sample to contrast a data change for current and expected situations. Results: The significant positive effects of system quality, information quality, service quality, perceived usefulness, and perceived ease of use on satisfaction were determined. It was found that the acceptance degree of the post-test group to the research hypothesis and research framework was significantly higher than that of the pre-test group. Conclusions: Taking a public university in Chengdu as the research background, the determinants that affect college students 'satisfaction with online education of professional technical courses are determined.
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