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This study evaluates the factor structure of the SLS-OLE using confirmatory factor analysis with data from 337 graduate students in educational leadership enrolled in one southeastern U.S. university’s online program. Findings show the model fits the data well and instructor presence emerges as the strongest predictor of satisfaction and perceived learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-satisfaction-and-perceived-learning-in-online-learning-environments-instrument-development-and-validation-study/602155/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-satisfaction-and-perceived-learning-in-online-learning-environments-instrument-development-and-validation-study/602155.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the SLS-OLE instrument designed to measure?","Question",{"text":112,"@type":113},"SLS-OLE measures student learning and satisfaction in online learning environments using a 19-item self-report format.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the instrument’s factor structure evaluated?",{"text":117,"@type":113},"The study used confirmatory factor analysis on responses from 337 graduate students pursuing an online degree.",{"name":119,"@type":110,"acceptedAnswer":120},"Which variable best predicts student satisfaction and perceived learning?",{"text":121,"@type":113},"Instructor presence is identified as the best predictor of both student satisfaction and perceived learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602155,1792188730,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Student Satisfaction and Perceived Learning in Online Learning Environments: An Instrument Development and Validation Study  \nMelanie DiLoreto  \nUniversity of West Florida  \nJulie Anne Gray  \nUniversity of West Florida  \nJoshua Schutts  \nDyad Strategies  \nThe Student Learning and Satisfaction in Online Learning Environments (SLS-OLE) is an easy toadminister 19-item, self-report measure of student learning and satisfaction in online learning environments. Past studies have reported a measure of four domains of perceived learning and satisfaction associated with their experiences with online learning in higher education. The purpose of this paper was to examine the factor structure of the SLS-OLE with a large sample of graduate students at one university located in the southeastern United States. To assess the fit of the data to the four-factor structure, a confirmatory factor analysis was employed on data collected from 337 participants pursuing an online graduate degree in educational leadership. Results indicate the model adequately fits the data and findings signify that instructor presence is the best predictor of both student satisfaction and perceived learning.  \nKeywords: course structure and organization, learner interaction, instructor presence, student engagement, and online learning, instrument validation  \nEducation Leadership Review, Volume 23, Number 1, Fall 2022 115  \nBackground  \nStudies have shown that course structure or organization, learner interaction, student engagement, and instructor presence accounts for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways. The present research will investigate the psychometric properties of the researcher created instrument used to measure the various relationships. This study aims to further test and refine the Student Learning and Satisfaction in Online Learning Environments Instrument (SLS-OLE) . The results of this study should provide educators with a psychometrically-sound instrument that can be used to measure the impact of course structure or organization, learner interaction, student engagement, and instructor presence on both student satisfaction and perceived learning.  \nOnline learning environments are becoming the norm rather than the exception in higher education. As such, it is important to understand what students report about what makes them satisfied with their experiences in online courses as well as their beliefs about their learning based on those experiences. Past studies that investigated various aspects of course design, student engagement, instructor presence and feedback, and how students interact with one another in the learning environment have shown contradictory results (Eom et al., 2006; Gray & DiLoreto, 2016; Swan, 2001) . Thus, the need for additional investigation is a worthy undertaking. Using the past research to guide the development of a questionnaire for use to investigate specific aspects of course design, student engagement, instructor presence, and learner-tolearner interaction, the researchers developed a 19-item questionnaire.  \nReview of the Literature  \nBuilding upon a previous study by Eom et al. (2006), this study investigates the relationships of learning interaction (with instructor and one another), course structure, and instructor presence within online learning environments. Eom et al. (2006) surmised that course structure, instructor feedback, learning style, interaction, self-motivation, and instructor facilitation all significantly affected student satisfaction. However, the researchers (Eom et al., 2006) found that only learning style and instructor feedback significantly influenced perceived student learning outcomes. Student satisfaction was also a significant predictor of learning outcomes (Eom et al., 2006) .  \nRichardson and Swan (2003) discovered that students who perceived high levels of instructor social presence in courses had gr","cbCaigQtozRWwbXx","https://ap.wps.com/l/cbCaigQtozRWwbXx","pdf",360463,"English","# Background\n# Review of the Literature\n## Course Structure and Organization","[{\"question\":\"What is the SLS-OLE instrument designed to measure?\",\"answer\":\"SLS-OLE measures student learning and satisfaction in online learning environments using a 19-item self-report format.\"},{\"question\":\"How was the instrument’s factor structure evaluated?\",\"answer\":\"The study used confirmatory factor analysis on responses from 337 graduate students pursuing an online degree.\"},{\"question\":\"Which variable best predicts student satisfaction and perceived learning?\",\"answer\":\"Instructor presence is identified as the best predictor of both student satisfaction and perceived learning.\"}]","Student Satisfaction and Perceived Learning in Online Learning Environments - Instrument Development and Validation Study | PDF",1792094129]