• Michelle Pamela G. Ansayam

  Author

• Dr. Denis A. Tan

  Author

This study investigated the dimensions of asynchronous virtual classroom, internet self-efficacy, and student satisfaction of Bukidnon State University - College of Education employing descriptive-correlational research design. One hundred twenty (120) participants were randomly selected through proportionate stratification. 22.50% were first year students, 31.67% were second year students, and 45.83% were third year students. As to dimensions of asynchronous virtual classroom, students agreed with teaching and methodology provided by the teachers (3.90 mean), teacher’s communication in an online class (4.00 mean), and technical aspect (4.00 mean). As to internet self-efficacy, students agreed with them having exploration efficacy (4.20 mean), and students strongly agreed with them having communication efficacy (4.30 mean). The aggregate mean value of student satisfaction is 3.70 implying that students were satisfied in online class, thus, satisfaction is at a higher degree. Among the five independent variables, only communication efficacy (.337 probability at .05 alpha value) has no significant connection to student satisfaction. Teaching and methodological aspects with probability value of .000 in the ANOVA is the single determinant of student satisfaction. The positive value in the regression model connotes increase of student satisfaction when there is upsurge in teaching and methodological aspects. Hence, when the teacher does more in teaching and develops more effective methodology in online teaching and learning, student satisfaction accelerates.

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