Online Learning Satisfaction (OLS) among College Students: Factors and Implications

Notice of Correction: The Editors wish to notify readers of a correction to the data presented in Tables 4 and 5 of this publication titled "Online Learning Satisfaction (OLS) among College Students: Factors and Implications" published in SDCA Asia-Pacific Multidisciplinary Research Journal, Volume 7, Issue 1, June 2025 Issue. The post-publication review found that there were errors in the data presented in Tables 4 and 5. Specifically, an error occurred in the first rows of Tables 4 and 5, wherein Groups, Sum of Squares (SS), Mean Squares, and F-value did not accurately reflect the results of the analysis. In addition, the statistical values and interpretations reported for each of the construct variables in Table 5 were incorrect. The corrected values and interpretations are now reflected in the revised version of this article. However, the corrected tables do not significantly change the analysis and conclusions drawn in the original publication. Online learning courses have evolved in the educational experience for students to access different resources based on their convenience and flexibility. This study investigated the influence of student satisfaction among college students in a Philippine higher education institution among different factors. Using a descriptive correlational design, the researchers were able to create a 40-item questionnaire consisting of the sociodemographic profile of the respondents and scales regarding online learning courses: access to course materials, online support and information, communication, collaboration, critical thinking, information literacy, and project-based learning. With a total of 316 college students from St. Dominic College of Asia, the current study indicated a positive level of student satisfaction across all areas of online learning courses. Findings showed that communication has become a significant predictor of student satisfaction in all sociodemographic profile variables (gender, school, and year level). Moreover, student satisfaction in terms of gender did not have a significant effect towards project-based learning (p > 0.05), while all online learning construct variables except communication were not strongly associated with the school variables. With a positive satisfaction towards students, different higher education institutions should invest more platforms to enhance and satisfy their learning experience in this kind of environment.