Relationships between Connectedness, Performance Proficiency, Satisfaction, and Online Learning Continuance


  • Hungwei Tseng Jacksonville State University
  • Yu-Chun Kuo Rowan University
  • Hsin-Te Yeh Metropolitan State University of Denver
  • Yingqi Tang Jacksonville State University



Online learning continuance intention, online student connectedness, performance proficiency, satisfaction


Maintaining momentum is vital in terms of how soon students can complete a program, especially for those who are in the early stage of taking online courses. This study attempted to extend the existing literature by examining the influence of online students’ perceived sense of connectedness, performance proficiency, and satisfaction on their intentions to continue an online learning course. A quantitative survey approach was adopted to test our hypothesized structural model. Three hundred and sixty-nine students who had taken fewer than three fully online courses participated in this study. The results revealed that three out of four testing hypotheses were all supported at the 0.01 significance level, and one of the path coefficients indicated that online students’ confidence in their ability or competency to perform academic tasks did not directly influence their intention to take future online courses. Instead, the influence of performance proficiency on online learning continuance intention was mediated through the factor of satisfaction. In addition, satisfaction was found to have a significantly direct impact on online learning continuance intention, suggesting that when students taking online courses are satisfied with their online learning experience, the likelihood for them to continue taking other online courses is higher. 

Author Biographies

Hungwei Tseng, Jacksonville State University

I am a senior instructional designer in the Online@JSU and an Associate Professor in the Department of Counseling & Instructional Support at Jacksonville State University. My research interests include distance learning, online group development, problem-based instruction, blended learning, and innovative learning technologies.

Yu-Chun Kuo, Rowan University

Assistant Professor in the Department of STEAM Education, Rowan University

Hsin-Te Yeh, Metropolitan State University of Denver

Full Professor of Educational Technology in Department of Secondary, K-12 Education & Educational Technology.

Yingqi Tang, Jacksonville State University

Full Professor, Distance Education/Electronic Resources Manager, Houston Cole Library


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Section II