scholarly journals Investigating Students’ Satisfaction with eLearning Courses: The Effect of Learning Environment and Social Presence

2012 ◽  
Vol 53 (3) ◽  
pp. 98-110 ◽  
Author(s):  
Robert Strong
Keyword(s):  
Learning Environment ◽  
Social Presence ◽  
Students Satisfaction

scholarly journals The role of community of inquiry and self-efficacy on accounting students’ satisfaction in online learning environment

2021 ◽  
Vol 25 (1) ◽  
pp. 1-16
Author(s):  
Fachmi Pachlevi Yandra ◽  
Badr Alsolami ◽  
Ivana Oktarina Sopacua ◽  
Wisnu Prajogo
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Social Presence ◽  
Self Efficacy ◽  
Community Of Inquiry ◽  
Accounting Students ◽  
Educational Institutions ◽  
Online Learning Environment ◽  
Higher Educational Institutions ◽  
Students Satisfaction

The Community of Inquiry (CoI) framework provides a solid guideline for researchers to investigate a quality of online learning. However, there are still very limited studies that explore the pattern of relationships between CoI framework and accounting students’ satisfaction in online learning. In the context of online learning, self-efficacy plays a role to determine the level of students’ confidence to get success in the learning process. Students with a high level of self-efficacy will not perceive a difficult task as an obstacle to be avoided, but rather as a challenge to develop abilities. This research aims to explore the relationship between CoI framework and accounting students’ satisfaction through online learning self-efficacy. Self-administered survey was conducted to 437 accounting students. Hypothesis was tested using SEM-PLS. Results showed that CoI framework were good predictors of accounting students’ satisfaction. Different from most studies, this research found that students were more influenced by social presence instead of teaching presence. Higher educational institutions needed to focus on how to improve social presence in the online learning environment. In addition, higher educational institutions needed to manage students' online learning self-efficacy instead of technology self-efficacy.

Measurement of Social presence influence student satisfaction in an acupuncture online training

2021 ◽  
Vol 07 ◽  
Author(s):  
Yun Jin Kim
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Survey ◽  
Online Training ◽  
P Value ◽  
Online Learning Environment ◽  
The Social ◽  
Students Satisfaction

Purpose: The current COVID-19 pandemic is affecting medical institutions in way that may disrupt the learning of medical educations. This study purposed to evaluate students’ satisfaction, online learning environment, and social presence of students’ clinical acupuncture online learning. Methods: The participants of this study (N= 40) were registered for a bachelor of medicine program of Traditional Chinese Medicine in 2018 and enrolled in the clinical acupuncture online training course started from March 2020. A self-evaluated online survey based online learning environment, students’ satisfaction, and social presence were used for data collection. All data are shown as mean (M) ± standard deviation (SD). A p-value of <0.05 was considered statistically significant. Multiple regression analysis was used to address the effects of learning environment on social presence and student’ s satisfaction with online learning on social presence. Results: The results explained that measure the students’ satisfaction of online learning in the clinical acupuncture and their effect of learning environment and social presence. Learning environment categories related to the motivational needs and the social presence items were significantly correlated p< 0.05. The results of this study advised the social presence explained for the variance in students’ satisfaction in clinical acupuncture online training. Conclusions: These findings support the use of online learning obtain factors that affect the variance of student satisfaction in clinical acupuncture online learning. It can be explained that the primary deficiencies in assigning clinical acupuncture online learning at the undergraduate level fall within the social contexts and interpersonal.

scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/3965 ◽  
2018 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

scholarly journals Physiotherapy Students Satisfaction on Clinical Learning Environment and Supervision at University of Ghana

2020 ◽  
Vol 2 (1) ◽  
pp. 32-39
Author(s):  
Gifty Nyante ◽  
◽  
Emmanuel Asare ◽  
Jonathan Quartey ◽  
Samuel Koranteng Kwakye ◽  
...  
Keyword(s):  
Learning Environment ◽  
Clinical Supervision ◽  
Sampling Technique ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Cross Sectional ◽  
Level Of Satisfaction ◽  
University Of Ghana ◽  
Students Satisfaction ◽  
Physiotherapy Students

Background:Clinical education is an important and distinct part of health profession education in which students learn to consolidate theory into practice with the aim of gaining clinical competence and enhancing professional knowledge. Clinical knowledge and skills can be achieved through a conducive clinical learning environment with effective supervision. We aimedto determine physiotherapy students’ satisfaction on their clinical learning environment and supervision.Methodology:A cross-sectional study, which involved 85 physiotherapy students recruited with the convenience sampling technique from the Department of physiotherapy, University of Ghana who visited four accredited clinical sites. Participants who consented, completed an adapted Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale. Data collected was analysed using SPSS (version 20.0). Pearson’s Chi-square was used to test for association between variables.Results:Almost all 80 (94.1%) participants were satisfied with the clinical learning environment only, while more than half 52 (61.2%) had average level of satisfaction with the clinical learning environment and supervision. Majority 60 (80%) of participants had a high level of satisfaction with supervision only. The association between the participants’ satisfaction on the clinical learning environment and supervision was statistically significant (P < 0.001).Conclusion:Physiotherapy students are generally satisfied with their clinical learning environment and supervision. Periodic assessment of physiotherapy students’ satisfaction with clinical learning environment and supervision may be carried out in order to improve clinical leaning. Keywords: clinical education,clinical learning environment, clinical supervision, clinical supervisor, students’ satisfaction.

STUDENTS’ SATISFACTION WITH GOOGLE CLASSROOM IN BLENDED-LEARNING ENVIRONMENT

2019 ◽  
Author(s):  
Ivan Strugar ◽  
Mirjana Pejic-Bach ◽  
Jovana Zoroja ◽  
Božidar Jaković
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Students Satisfaction

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.

Social Presence in Online Learning

2021 ◽  
pp. 1580-1601
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

scholarly journals After the Move to a New Campus—Effects on Students’ Satisfaction with the Physical and Learning Environment

2020 ◽  
Vol 10 (12) ◽  
pp. 370
Author(s):  
Andreia P. Costa ◽  
Georges Steffgen
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Physical Environment ◽  
Empirical Studies ◽  
University Campus ◽  
Evaluation Questionnaire ◽  
Students Satisfaction

Few empirical studies in higher education consider the importance of the physical environment on students’ satisfaction with the learning environment. The present study first examined the effects of a move to a new campus on students’ satisfaction with the physical and learning environments. Then, it examined how students’ satisfaction with a physical environment affects students’ satisfaction with the learning environment. It was hypothesised that the move to a new and modern university campus with better study facilities would increase students’ satisfaction both with the physical and learning environment, and that these two would be linked. Results contained 771 students’ assessments of the Bachelor Evaluation Questionnaire, which included students’ satisfaction with five aspects of their learning environment as well as five items assessing satisfaction with the physical environment. Findings showed that students were overall more satisfied with the physical environment in the new campus than in the old campus. These differences were even greater when comparing only students in their last study year than students of all study years. Furthermore, results showed that students’ satisfaction with lecturers and teaching was predicted by increased satisfaction with classrooms. The implications of these findings for the need to design physical learning environments are discussed.

Understanding student perceptions of a web-based blended learning environment

2017 ◽  
Vol 9 (4) ◽  
pp. 577-597 ◽  
Author(s):  
Tuncay Bayrak ◽  
Bahadir Akcam
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Student Perception ◽  
Ease Of Use ◽  
Web Based ◽  
Content Type ◽  
Learning Platform ◽  
The Impact ◽  
Students Satisfaction

Purpose The purpose of this paper is to report on how web-based training and testing platforms provide opportunities for students to leverage the capabilities of various information and communication technologies to engage in self-directed learning. Design/methodology/approach The impact of an interactive learning environment on improving students’ essential skills was measured using a previously validated structured questionnaire, consisting of five subscales: content, accuracy, format, ease of use, and timeliness. Having analyzed the instrument, the authors decided to modify it to incorporate two more measures of overall reliability and satisfaction to capture students’ overall satisfaction level with the tool. Overall, 24 items are used to measure students’ perceptions of the tool content, accuracy, format, ease of use, timeliness, reliability and satisfaction. A five-point Likert-type scale was used in the questionnaire where 1=strongly disagree and 5=strongly agree. Findings This study suggests that while students’ major, instructor, and course grade are important factors impacting student perception of the learning tool, year (freshman vs sophomore) and gender do not have any impact on the student perception. Course grade shows an interesting trend. Students who received an A and an F as their final grades are the most satisfied groups compared to other grade groups. This finding suggests a further study is needed to explore the impact of the course grade on the students’ satisfaction with the tool. While students liked simulations, grading feature with immediate feedback, electronic textbook and the system overall, they suggested improvements in the grading module, simulations, projects, system compatibility, system reliability, and cost. Originality/value Most studies use a survey to measure student’s satisfaction with a web-based learning platform. This study, however, made an attempt to understand students’ satisfaction with a web-based blended learning platform by analyzing their comments and feedback on the course using a text analytics tool.

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