scholarly journals ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine

2021 ◽  
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna ◽  
Tetiana Svyrydiuk ◽  
Olena Lutsenko
Keyword(s):  
Online Learning ◽  
Students Satisfaction

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

Antecedents and consequences of college students' satisfaction with online learning

2021 ◽  
Vol 49 (8) ◽  
pp. 1-11
Author(s):  
Nam-Hyun Um ◽  
Ahnlee Jang
Keyword(s):  
College Students ◽  
Online Learning ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Teaching Presence ◽  
Self Management ◽  
Antecedents And Consequences ◽  
Intention To Continue ◽  
Academic Self Efficacy ◽  
Students Satisfaction

We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.

scholarly journals An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

2018 ◽  
Vol 12 (7) ◽  
pp. 70
Author(s):  
Hueyzher Ng ◽  
Sakina Sofia Baharom
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Quantitative Methods ◽  
Online Courses ◽  
Secondary School Teachers ◽  
College Level ◽  
Mixed Methods Design ◽  
Self Regulated Learning ◽  
Students Satisfaction

The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS.  The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.

Bridging the Social and Teaching Presence Gap in Online Learning

2015 ◽  
pp. 158-182 ◽  
Author(s):  
Bei Zhang
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Negative Impact ◽  
Teaching Presence ◽  
Human Beings ◽  
Web Conferencing ◽  
Combined Use ◽  
The Social ◽  
Students Satisfaction

Feelings of disconnection and isolation from teachers and other classmates could have a major negative impact on students' satisfaction and success when learning online. This chapter describes how a variety of Web 2.0 tools have been used to establish and maintain teaching and social presence in online learning. Rather than limiting contact to the virtual world created by well-designed interfaces of learning management system platforms, the creative use of Web conferencing in online teaching not only brings students and teachers together as real human beings but also generates interactions that create more interest and higher engagement. The combined use of synchronous and asynchronous tools, together with mobile devices, has made online learning more flexible, accessible, and credible.

scholarly journals Online Learning in the Face of COVID-19 Pandemic: Assessment of Students’ Satisfaction at Chitwan Medical College of Nepal

2020 ◽  
Vol 18 (2) ◽  
pp. 40-47
Author(s):  
K. Sharma ◽  
G. Deo ◽  
S. Timalsina ◽  
A. Joshi ◽  
N. Shrestha ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Virus Disease ◽  
Female Gender ◽  
Weak Links ◽  
Online Classes ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
Students Satisfaction

Background Online learning can play a vital role in the process of teaching and learning during Corona Virus Disease 2019 (COVID-19) pandemic. However, learners’ satisfaction is extremely important in effective implementation of the online learning, especially at institutions where it is newly adopted. Objective To assess satisfaction towards online learning and its predictors among students at Chitwan Medical College, Bharatpur. Method A web-based cross-sectional survey was undertaken among 434 undergraduate and postgraduate students from various academic programs who had participated in the online classes started during this COVID-19 pandemic. A structured questionnaire consisting of 31 items (5-point Likert scale) covering four major student satisfaction domains (learners’ dimensions, technological characteristics, instructors’ characteristics and course management and coordination) was distributed to the students using Google Form. Result More than half (53.5%) of the students were satisfied with the online learning, while 29.7% gave neutral views. Bivariate analyses found that all four domains scores were positively correlated with each other as well as with the students’ overall satisfaction towards learning. In multivariate analysis, female gender [aOR: 2.72, p = 0.013], WiFi as internet modality for learning [aOR: 3.36, p = 0.001) and learners’ dimension score [aOR: 1.27, p<0.001] were the significant predictors of students’ satisfaction. Conclusion Although recently adopted, the satisfaction of the students towards online classes appears good, and prioritizing the identified predictors and working on the weak links could assist in enhancing students’ satisfaction and better outcomes.

Implications of Learning Interaction in Online Project Based Collaborative Learning

2020 ◽  
Vol 17 (2) ◽  
pp. 681-688 ◽  
Author(s):  
Sharifah Nadiyah Razali ◽  
Mohd Hafiez Ahmad ◽  
Helmi Adly Mohd Noor
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Outcomes ◽  
Success Factors ◽  
Empirical Studies ◽  
Learning And Teaching ◽  
Full Responsibility ◽  
Review Study ◽  
Document Review ◽  
Students Satisfaction

Interaction is the success factors that support online learning pedagogy that can enhanced the learning and teaching process, increased students’ satisfaction and learning outcomes. This paper reviewed empirical studies on interaction in online learning. In order to achieve the aim, the study was conducted qualitatively in the form of document review study. Conclusively, there were three common types of interaction that have been cited frequently in the literature: Learner–learner, learner–instructor and learner–content. However, this study embedded the collaboration theory where learners take full responsibility to their learning with instructor guide. Therefore, the interaction between learner–learner and learner–instructor should be emphasized.

scholarly journals Well Begun is Half Done: Using Online Orientation to Foster Online Students’ Academic Self-Efficacy

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
M'hammed Abdous
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Learning Experience ◽  
Past Research ◽  
Learning Orientation ◽  
Online Students ◽  
Online Orientation ◽  
Proactive Support ◽  
Academic Self Efficacy ◽  
Students Satisfaction

Past research suggests that the use of an online learning orientation is an effective proactive strategy to ease online students' transition into online learning. Based on a sample of 3888 online students from an urban public university, we used ordinal logistic regression to understand the influence of students' satisfaction with an online learning orientation (OLO), their prior level of online learning experience, and their demographics on their academic self-efficacy (ASE). Consistent with prior research, our findings confirmed the influence of students’ satisfaction with OLO, their prior online learning experience, and their gender on their ASE. In contrast, students’ age and enrollment status proved not to be significant. Overall, our findings provide strong evidence about how the use of an OLO as proactive support strategy can boost online students' academic self-efficacy.

scholarly journals LEARNING TAFSEER OF AL-QURAN DURING COVID-19 PANDEMIC: STUDENTS SATISFACTION TOWARDS LECTURERS INTERACTION

2020 ◽  
Vol 8 (10) ◽  
pp. 29-34
Author(s):  
Mohamed Akhiruddin Ibrahim ◽  
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Computer Software ◽  
Movement Control ◽  
Private Higher Education ◽  
Public And Private ◽  
Face To Face ◽  
Control Order ◽  
High Level ◽  
Students Satisfaction

The implementation of Movement Control Order (MCO) in Malaysia during COVID-19 pandemic that disallowed usual face-to-face lectures has affected both public and private higher education institutions. The best alternative to ensure that learning sessions are continuously uninterrupted is by online learning which is the implementation of teaching and learning sessions through technology systems. Lecturers interaction in online learning method is very important in providing understanding to students. Therefore, the aim of this study is to know the students satisfaction towards lecturers interaction in online learning of Tafsir al-Quran course. Method used in this research is quantitative design whereas a semi-structured questionnaire distributed among 2ndyear students of Quran and Multimedia Studies Program, Faculty of Quran and Sunnah Studies, UniversitiSains Islam Malaysia. This questionnaire has to be answered via Microsoft Forms and the data obtained then were analyzed descriptively through computer software namely Microsoft Excel and Statistical Package for Social Sciences (SPSS) version 25. The results of the study found that the level of students satisfaction towards lecturers interaction in online learning of Tafsir al-Quran course were at a high level. In this regard, the interaction of lecturers is very important in providing understanding among students, as well as systematic and easy-to-understand of teaching methods.

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