Perceived Online Teaching–Learning Environment as a Predictor of Student Satisfaction: Evidence from a Spanish Course

Abstract

This study examines the relationship between students’ perceptions of the online teaching–learning environment and their satisfaction with a Spanish language course at a private university. Using a quantitative, correlational design, we analyzed student survey responses adapted from established online learning environment scales to capture instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, student autonomy, and enjoyment of distance education. Results indicate a significant positive association between perceptions of the online learning environment and overall satisfaction (Kendall’s tau-b = .367, p = .001; N = 43). Findings reinforce the importance of clear course structure, timely feedback, and robust instructor–student interaction in non-traditional modalities. We discuss implications for instructional design, faculty development, and student support services, and offer actionable recommendations to enhance learner experience and satisfaction in online language courses. Limitations and future research directions are outlined to guide subsequent studies within Hispanic-serving contexts and similar higher-education settings.