Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?

2017 ◽  
Vol 71 (2) ◽  
pp. 141-158 ◽  
Author(s):  
Heather Lea Harvey ◽  
Sanjai Parahoo ◽  
Mohammad Santally
Keyword(s):  
Gender Differences ◽  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Online Learning Environment

scholarly journals The Change in Students’ Attitude towards Favourable and Unfavourable Factors of Online Learning Environments

2020 ◽  
Vol 12 (19) ◽  
pp. 7960
Author(s):  
Ilona Valantinaitė ◽  
Živilė Sederevičiūtė-Pačiauskienė
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Hybrid Learning ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Study Process ◽  
In The Beginning ◽  
Quasi Experiment

This article aims to present the results of a study on favourable and unfavourable factors of using online learning environments in the study process as a digital learning strategy to promote education for sustainable development. Technologies have changed traditional face-to-face classrooms through online environments to hybrid learning spaces. Personal experiences and expectations are part of these hybrid learning setups and learner-positive attitudes to such sessions could contribute to the effectiveness of hybrid learning and student satisfaction. The quasi-experiment was carried out to determine the attitude of students towards favourable and unfavourable factors of using an online learning environment (OLE) in the study process. Five groups of students studied for one semester using the flipped classroom method. The sample was made up of 106 secondary school students, selected by means of non-probability sampling. Students were given pre-test and post-test questionnaires in the beginning and at the end of the semester. Favourable factors of using an online learning environment identified by students in the beginning of the quasi-experiment were grouped in five categories: material resources/base; teacher personality; student personality, information presentation and increase of accessibility at the institutional level. As students gain more experience in using an OLE for learning, it is not technical issues and computer literacy that become important, but students’ and teachers’ attitudes and the motivation to improve and learn. At the end of the project, the participants emphasised other favourable factors: continuous uploading of materials, convenience of use and the promotion of online learning environments for studies in all subjects. The role of the teacher while using an online learning environment was highlighted. This research contributes to the improvement of teacher pedagogical competences, creating conditions for increasing student satisfaction.

Academic Integrity and Student Satisfaction in an Online Environment

2013 ◽  
pp. 1-19 ◽  
Author(s):  
Michele T. Cole ◽  
Daniel J. Shelley ◽  
Louis B. Swartz
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Academic Integrity ◽  
Student Attitudes ◽  
Online Course ◽  
Online Learning Environment ◽  
Level Of Satisfaction ◽  
Ready Access

Universities are experiencing continued growth in the demand for online course offerings. Increasingly, students expect convenience and ready access. In response, institutions are developing policies to support courses that are being designed to maximize learning in an environment that preserves academic integrity. To determine how effectively both goals are being met at one institution, researchers surveyed students in multiple courses over a period of two years. With regard to the level of satisfaction with online learning, students liked the convenience but were not satisfied with the amount and quality of interaction. With regard to student attitudes toward what constitutes acceptable behavior in online learning, results raised concerns about what constitutes academic integrity in the online learning environment.

The Other Side of Digitally Mediated Learning

2011 ◽  
pp. 1-21
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
The Other ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Construction Of Knowledge

Trust is an integral part of online learning. Learners must be able to trust the technology as well as the humans behind the technology. Anonymity provides protection and other benefits that support the co-construction of knowledge, yet there are potential tradeoffs that diminish this protection and increase the risk of deception. Cyber educators are responsible for designing and creating a safe online learning environment that promotes trust, hence increasing collaboration, student satisfaction, and improving learning outcomes.

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.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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