Experimental Analysis of Students’ Satisfaction Factors in E-Learning Environment: A Case Study on Saudi Arabian University

2017 ◽  
Vol 16 (02) ◽  
pp. 1750018 ◽  
Author(s):  
Hussein Abdel-Jaber
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
Online Courses ◽  
Learning Assessment ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Perceived Satisfaction ◽  
Regulated Learning ◽  
E Learning ◽  
Students Satisfaction

Despite the proliferation of studies outlining the immense benefits obtained from e-learning, the understanding of students’ satisfaction with e-learning in developing countries is still unclear. Therefore, this paper investigates the relationship between Saudi students’ satisfaction with online courses and a number of individual, as well as institutional characteristics cited as robust predictors of students’ satisfaction in the educational literature. These include: students’ levels of internet self-efficacy, self-regulated learning, assessment of course and instructors’ interactivity and their evaluation of the Learning Management System (LMS) used. The results indicated that students’ internet self-efficacy and self-regulated learning constitute critical factors influencing students’ satisfaction with e-learning. Further, students’ assessment of course, as well as instructors’ interactivity are found to marginally affect perceived satisfaction with e-learning among Saudi students. The LMS used (Blackboard) seemed to be the weakest factor influencing students’ experience with online education. Overall, based on the results obtained and in order to maximise the benefits of e-learning; this paper recommends for Saudi universities to extensively use LMS to increase the interactions among primary stakeholders: students–instructors, students–students and students–LMS.

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.

Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

2015 ◽  
Vol 13 (3) ◽  
pp. 61-73 ◽  
Author(s):  
Liang-Yi Chung
Keyword(s):  
Learning Strategies ◽  
English Learners ◽  
Self Efficacy ◽  
Online Courses ◽  
Native English Speakers ◽  
Massive Open Online Courses ◽  
English Speakers ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.

scholarly journals Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

2021 ◽  
Author(s):  
Solomon Sunday Oyelere ◽  
Sunday Adewale Olaleye ◽  
Oluwafemi Samson Balogun ◽  
Łukasz Tomczyk
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Self Efficacy ◽  
Multivariate Regression ◽  
Quantitative Research ◽  
Online Courses ◽  
Online Course ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Technology Course

AbstractThis study uses the quantitative research approach to examine the connection between students’ teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that included background information, course satisfaction, motivation strategies for learning, and online technology self-efficacy, to study the variables’ interactions using quantitative research. To realize this study’s aims, multivariate regression and correlation approaches were employed to analyze the online students’ data. The multivariate regression analysis results show a relationship between self-regulated learning, the online course level, and the number of online courses that the students have completed. Right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning. In addition, the results also show that there is a relationship between satisfaction and the level of the online course. Achieving good grades makes the student more satisfied and improves the level of technology use. Finally, this study established a relationship between the students’ motivation and the online course level. Therefore, teachers and course designers should implement learning objects that promote students’ engagement and motivation in online learning environments.

Process mining for self-regulated learning assessment in e-learning

2019 ◽  
Vol 32 (1) ◽  
pp. 74-88 ◽  
Author(s):  
Rebeca Cerezo ◽  
Alejandro Bogarín ◽  
María Esteban ◽  
Cristóbal Romero
Keyword(s):  
Process Mining ◽  
Learning Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
E Learning

scholarly journals College Students’ Multitasking Behavior in Online Versus Face-to-Face Courses

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882450 ◽  
Author(s):  
Andrew Lepp ◽  
Jacob E. Barkley ◽  
Aryn C. Karpinski ◽  
Shweta Singh
Keyword(s):  
College Students ◽  
Internet Addiction ◽  
Self Efficacy ◽  
Online Courses ◽  
Negatively Associated ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Age And Sex ◽  
Pedagogical Methods

This study compared college students’ multitasking in online courses with their multitasking in face-to-face courses and explored the significance of potential predictors of multitasking in each setting. Students taking both online and face-to-face courses completed surveys assessing multitasking in each setting, self-efficacy for self-regulated learning (SE:SRL), Internet addiction, multitasking tendency, age, and sex. Multitasking was significantly greater in online than face-to-face courses. Internet addiction was positively associated with multitasking in online and face-to-face courses. Multitasking tendency was positively and age was negatively associated with multitasking during online courses only; SE:SRL was negatively associated with multitasking during face-to-face courses only. In conclusion, multitasking was greatest during online courses. Furthermore, there were different sets of predictors for students’ multitasking in online courses compared with face-to-face courses. This implies that multitasking in online and face-to-face courses are different phenomena and therefore may require different pedagogical methods to successfully minimize multitasking behaviors.

Impact of self-regulated learning on academic performance and satisfaction of students in the online environment

2019 ◽  
pp. 345-363 ◽  
Keyword(s):  
Academic Performance ◽  
Goal Setting ◽  
Positive Impact ◽  
Social Dimension ◽  
Online Environment ◽  
Self Regulated Learning ◽  
Five Factors ◽  
Regulated Learning ◽  
Students Satisfaction ◽  
Important Milestone

The concept of self-regulated learning (SRL) hasn’t been researched enough in Bosnia and Herzegovina (B&H) and hence this study represents an important milestone in understanding this concept in this context. The conducted research was initiated with the presupposition that SRL had a positive impact on satisfaction and academic performance of students. In order to prove the goals of the research, two main hypotheses were formulated. The results of the exploratory factor analysis (EFA) have shown that the statements within SRL are grouped into five factors: goal-setting, metacognition, environment structuring, computer self-efficacy and social dimension. Multiple regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and academic performance of students. Only goal-setting yielded no significance on the two aforementioned variables, while remaining four factors showed a significant influence on students’ satisfaction and academic performance.

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