Learning Technologies and Satisfaction

Abstract

In online higher education, the quality of learning technologies is often treated only as a technical property of the platform; however, students ultimately evaluate these systems according to their own learning dispositions. Prior research has examined learner traits and technological features independently; yet, limited attention has been given to how these characteristics influence students’ evaluations of shared learning systems simultaneously. This research examined technology system quality as an antecedent linking learner traits and satisfaction with online courses. Surveys were collected from 301 students enrolled in online courses at a public university in the United States. Structural equation modeling results indicated that self-directed learning is positively associated with both digital technology attitude and technology system quality. Attitudes toward digital technology exert a direct effect on system quality, which in turn significantly predicts online course satisfaction. These findings suggest that learning management system quality is not purely technical but reflects learners’ interpretive evaluations shaped by attitudes toward technology. This study enhances online learning research by recontextualizing technology system quality as a learner-focused evaluative process through which individual traits are reflected in satisfaction outcomes. Implications suggest the importance of synchronizing system design, instructional methods, and support for the learners to enhance a productive and gratifying online learning experience.