Effect of Online Class Features on Students' Learning Satisfaction in UniMAP

The aim of this research is; 1) investigating the level of online learning satisfaction among students during COVID 19; 2) analyzing the influence of differences in gender, years of study, major in determining online learning satisfaction among students during COVID 19; 3) to analyze the relationship between online learning satisfaction and student academic achievement during COVID 19. The population was 656 students at STKIP Singkawang, and then a sample of 357 students (87 males and 270 females) was taken using a simple random sampling technique. The instrument in this study was adapted from Aman's Satisfaction instrument, which was then used to collect research data. Data analysis using SPSS with descriptive statistical techniques, MANOVA, and correlation. The results showed that online learning satisfaction was at a high level, meaning that students were satisfied with the online learning that had been implemented. The major differences have a significant effect on determining online learning satisfaction. Intercorrelation shows that there is a significant relationship on each indicator of online learning satisfaction with academic achievement, meaning that the higher the satisfaction felt by students in online learning, the student's academic achievement will increase.

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"A Study on the Satisfaction of Non-face-to-face Online Class -Focused on K University"

The Journal of Humanities and Social sciences 21 ◽

10.22143/hss21.11.5.83 ◽

2020 ◽

Vol 11 (5) ◽

pp. 1145-1158

Author(s):

Kim Namil

Keyword(s):

Online Class ◽

Face To Face

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The Relationship among Pre-Class Learning Participation, Task Value, Learning Presence, Class Participation, Learning Satisfaction in Teaching Profession Courses with Flipped Learning

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2020.20.2.1227 ◽

2020 ◽

Vol 20 (2) ◽

pp. 1227-1253

Author(s):

Sookyoung Lee

Keyword(s):

Teaching Profession ◽

Task Value ◽

Flipped Learning ◽

Learning Satisfaction ◽

Class Participation ◽

Value Learning ◽

The Relationship ◽

Learning Presence

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Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

Education Sciences ◽

10.3390/educsci11050249 ◽

2021 ◽

Vol 11 (5) ◽

pp. 249

Author(s):

Chun-Hsiung Huang

Keyword(s):

Blended Learning ◽

Influencing Factors ◽

Structural Equation ◽

Positive Impact ◽

Ease Of Use ◽

Perceived Usefulness ◽

Learning Motivation ◽

Perceived Ease Of Use ◽

Learning Satisfaction ◽

The Relationship

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning.

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