Previous studies examined student motivation and satisfaction in Internet-Supported Learning Environments (ISLE) in higher education but none provided a comprehensive analysis of significant methodological and theoretical issues. To contribute toward filling this knowledge gap and then to better inform instructional systems development, practice, and further research, a qualitative review was conducted. The review was guided by these questions: How did ISLE overall impact student motivation and satisfaction? What specific motivation and satisfaction sources were identified? How was motivation measured in ISLE? What research designs were employed to investigate the phenomena? Studies on ISLE published in leading educational technology outlets between 1995 and early 2007 were analyzed. The analysis indicated that technology attributes, course quality, engagement, program format, and support services supported motivation and satisfaction. Studies used task choice, cognitive effort, persistence, skill, and achievement to measure motivation. Survey and experimental designs dominated research on ISLE. Implications for instructional design/system development, practice, and research are discussed.
