BENCHMARKING SATISFACTION WITH A CHEMISTRY MOOC AND BETWEEN-GROUP ANALYSIS AMONG PRESERVICE CHEMISTRY TEACHERS: USING FOCUSED-ISSM

Abstract

Learners’ satisfaction with online courses is a crucial indicator for evaluating the effectiveness of online instruction. Grounded in DeLone and McLean’s (2003) updated Information Systems Success Model (ISSM), this study proposed a satisfaction-focused ISSM by adopting a satisfaction-centric construct reframing and adapting these constructs through operationalizing indicators as satisfaction facets at the measurement level. It further advocated a combined analytical approach that employed the one-sample t test for benchmarking and 2-way ANOVA for examining between-group differences by background factors, thereby enabling multi-stage and longitudinal tracking to evaluate course quality and effectiveness from multiple dimensions of learners’ satisfaction and to assess whether an online course is suitable for broad adoption or better targeted to specific background groups. Accordingly, using the Instructional Design for Secondary School Chemistry MOOC as a quantitative case, this study administered multiple online questionnaires to 140 junior preservice chemistry teachers, who were stratified by two crossed background factors at a representative normal university in Henan Province, China, and supplemented these data with backend system logs on their learning behavior and exam results. The findings indicated consistently favorable satisfaction evaluations at each stage of learning, suggesting value for enhancing chemistry instructional design abilities and promising prospects for broad implementation.