چکیده (انگلیسی):

Studies have shown that course organization and structure, student engagement, learner
interaction, and instructor presence have accounted for considerable variance in student
satisfaction and perceived learning in online learning environments through a range of
pathways, although no research to date has tested the mediational relationship identified. This
study expanded upon the existing literature about online learning and the variables that
influence student satisfaction and perceived learning. The researchers investigated the
relationships among course structure/organization, learner interaction, student engagement, and
instructor presence on student satisfaction and perceived learning. The results of this study were
intended to inform practice related to increasing retention and improving the quality of online
teaching and learning.