Experiences Influencing Online Learning Satisfaction of Industrial Technical Students at Chanthaburi Technical College

This study aimed to (1) examine the online learning experiences of industrial technical students at Chanthaburi Technical College, and (2) analyze the factors influencing their satisfaction with online learning. The sample consisted of 323 students enrolled in vocational certificate and high vocational certificate programs, selected using stratified random sampling based on Taro Yamane’s formula. The research instrument was an online questionnaire, validated by experts for content validity and tested for reliability, yielding a Cronbach’s alpha coefficient of 0.89. Data were analyzed using descriptive statistics and multiple regression analysis. The results showed that students’ overall online learning experience was at a high level, particularly in terms of accessibility, assessment, teacher-student interaction, and workload. However, teaching effectiveness was rated at a moderate level, as was overall satisfaction with online learning. The regression analysis revealed that experiences in assessment, teaching effectiveness, and workload had statistically significant positive influences on learning satisfaction. In contrast, teacher-student interaction had a significant negative influence, while accessibility showed no significant effect.