Professionals as online students: non-academic satisfaction drivers

Abstract

As student populations become more heterogeneous, it is becoming apparent that the traditional and learner-specific predictors of student satisfaction are not the only important variables that predict students’ experience. Using a two-stage data collection process, we examined predictors in a sample of online MBA students over the course of a two-part survey. Regression analysis suggested that perceived control over one’s schedule at work was a significant predictor of distance learning satisfaction and program satisfaction. This suggested that the MBA students’ ability to maintain a worklife balance (which allows for both work and studies) plays a significant role in shaping student satisfaction. Correlations further suggested the higher the expectations of the students about program provisions and feedback, the lower their subsequent distance learning satisfaction scores. The results bring the importance of pre-enrolment program communication (rather than program efforts) as well as inclusion into focus.