| The purpose of the study was to determine undergraduate and graduate student satisfaction with online learning through a meta-analysis of research information found from the decade 2002-2012. The review of selected literature focused on the history and existence of research, to gain insight, and to propose the importance of student satisfaction with online learning for the decade 2002-2012. The study explored the magnitude (direction of relationship), variation, and reasons for (or factors associated with) the observed variation in student satisfaction.;Twenty-nine articles were chosen for this meta-analytic review with 5,487 students reported for the decade 2002-2012. The overall magnitude of the weighted mean effect size showed a positive moderate effect size with r = .350 and two additional weighted mean effect sizes set at r = .520 and .101. The variation is widespread for the 29 studies.;A number of reasons for (or factors associated with) the observed variation were found. Students tend to be as satisfied with online learning when compared to traditional learning. Student satisfaction is multi-layered and a number of attributes contribute to online learning: technology attributes, course elements, engagement and interaction, program quality and flexibility, support services, and demographics.;Engagement and interaction were studied the most in the 29 articles. Interaction seems to be essential in all aspects of student satisfaction in online learning whether through interactive collaboration or communication for cognitive learning. Some type of communication (dialogue) is needed as a foundation for online learning. All aspects of interaction are important for student satisfaction with online learning: interaction with instructor-to-student, student-to-student, student-to-program (design/instruction design and course quality), a student's role, flexible learning for the student, and student with technology/support services/administration. Student satisfaction tends to be found in a student's autonomy whether through responsibility, identity, or reflection with a student's engagement and interaction in an online learning environment.;Learning theories are related to an active online experience suggesting the importance of instruction and design of the course. Student satisfaction tends to be linked to a student's perception, identity, and required support whether through the connection of instruction, technology, or administrative support. |
