The impact of online learning on student satisfaction during the COVID-19 pandemic in Indonesia

Higher education institutions (HEIs) have been facing a digital transformation in online learning as a result of the restrictions generated by COVID-19. Therefore, identifying which are the elements that influence student satisfaction will allow HEIs to establish strategies to ensure the quality of the digital transformation. This study proposes a model that measures student satisfaction considering three dimensions: teacher quality, technical service quality and service quality. Then, the impact of each dimension on student satisfaction is estimated using a Partial Least Squares Structural Equation Model (PLS-SEM), and finally an Importance-Performance Map Analysis (IPMA) was performed to identify the improvements that should be made to increase student satisfaction. When analyzing the responses of 1430 students at the School of Medicine, it was found that the quality of technical service should be improved, specifically training, and encouraging teachers to use strategies that allow student participation.

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The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic

Studies in Learning and Teaching ◽

10.46627/silet.v2i3.84 ◽

2021 ◽

Vol 2 (3) ◽

pp. 61-72

Author(s):

Sunipa Ghosh Dastidar

Keyword(s):

Online Learning ◽

Active Learning ◽

Student Satisfaction ◽

Learning Environments ◽

Student Interaction ◽

Online Learning Environments ◽

Student Autonomy ◽

Instructor Support ◽

The Impact ◽

Students Satisfaction

In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.

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Analysing The Impact of Social Presence on Student Satisfaction Through Small Group Discussion in A Synchronous Online Learning

10.1109/icsecs52883.2021.00032 ◽

2021 ◽

Author(s):

Mahaning Indrawaty Wijaya ◽

Suzanna Suzanna ◽

Diana Utomo ◽

Kevin Adnizio

Keyword(s):

Online Learning ◽

Student Satisfaction ◽

Small Group ◽

Social Presence ◽

Group Discussion ◽

Small Group Discussion ◽

The Impact ◽

Synchronous Online Learning ◽

Synchronous Online

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Educational Transformation through Online Learning: To Be or Not to Be

Online Learning ◽

10.24059/olj.v14i4.147 ◽

2010 ◽

Vol 14 (4) ◽

Cited By ~ 2

Author(s):

Anthony G Picciano ◽

Jeff Seaman ◽

I. Elaine Allen

Keyword(s):

Online Learning ◽

Student Satisfaction ◽

Instructional Quality ◽

The United States ◽

American Education ◽

Institutional Mission ◽

Educational Transformation ◽

Related Research ◽

Student Access ◽

K 12

The purpose of this article is to examine online learning at the macro level in terms of its impact on American K-12 and higher education. The authors draw on six years of data that they have collected through national studies of online learning in American education as well as related research to do a critical and balanced analysis of the evolution of online learning in the United States and to speculate where it is going. Their collection of data represents some of the most extensive research examining online learning in the totality of K-20 education. Issues related to the growth of online learning, institutional mission, student access, faculty acceptance, instructional quality, and student satisfaction are explored. Of particular importance is an attempt to determine if online learning is in fact transforming American education in its essence and to speculate on the future.

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Measuring the Impact of COVID-19 Induced Campus Closure on Student Self-Regulated Learning in Physics Online Learning Modules

LAK21: 11th International Learning Analytics and Knowledge Conference ◽

10.1145/3448139.3448150 ◽

2021 ◽

Author(s):

Tom Zhang ◽

Michelle Taub ◽

Zhongzhou Chen

Keyword(s):

Online Learning ◽

Learning Modules ◽

Self Regulated Learning ◽

Regulated Learning ◽

The Impact

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Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

Sustainability ◽

10.3390/su13148053 ◽

2021 ◽

Vol 13 (14) ◽

pp. 8053

Author(s):

Maram Meccawy ◽

Zilal Meccawy ◽

Aisha Alsobhi

Keyword(s):

Online Learning ◽

Student Satisfaction ◽

Teaching And Learning ◽

Success Factors ◽

Faculty Perceptions ◽

Learning Experience ◽

Negative Perception ◽

E Learning ◽

Online Distance Learning ◽

Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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Didactic education in paediatric cardiology during the COVID-19 pandemic: a national fellow survey

Cardiology in the Young ◽

10.1017/s1047951120003996 ◽

2020 ◽

pp. 1-4

Author(s):

Madhusudan Ganigara ◽

Chetan Sharma ◽

Fernando Molina Berganza ◽

Krittika Joshi ◽

Andrew D. Blaufox ◽

...

Keyword(s):

United States ◽

Online Learning ◽

United States Of America ◽

Formal Education ◽

Medical Training ◽

Nationwide Survey ◽

The United States ◽

Negative Consequences ◽

Paediatric Cardiology ◽

The Impact

Abstract The coronavirus disease 2019 (COVID-19) pandemic has had a profound impact on medical educational curricula. We aimed to examine the impact of these unprecedented changes on the formal education of paediatric cardiology fellows through a nationwide survey. A REDCap™-based voluntary anonymous survey was sent to all current paediatric cardiology fellows in the United States of America in May, 2020. Of 143 respondents, 121 were categorical fellows, representing over one-fourth of all categorical paediatric cardiology fellows in the United States of America. Nearly all (140/143, 97.9%) respondents utilised online learning during the pandemic, with 134 (93.7%) reporting an increase in use compared to pre-pandemic. The percentage of respondents reporting curriculum supplementation with outside lectures increased from 11.9 to 88.8% during the pandemic. Respondents considered online learning to be “equally or more effective” than in-person lectures in convenience (133/142, 93.7%), improving fellow attendance (132/142, 93.0%), improving non-fellow attendance (126/143, 88.1%), and meeting individual learning needs (101/143, 70.6%). The pandemic positively affected the lecture curriculum of 83 respondents (58.0%), with 35 (24.5%) reporting no change and 25 (17.5%) reporting a negative effect. A positive effect was most noted by those whose programmes utilised supplemental outside lectures (62.2 versus 25.0%, p = 0.004) and those whose lecture frequency did not decrease (65.1 versus 5.9%, p < 0.001). Restrictions imposed by the COVID-19 pandemic have greatly increased utilisation of online learning platforms by medical training programmes. This survey reveals that an online lecture curriculum, despite inherent obstacles, offers advantages that may mitigate some negative consequences of the pandemic on fellowship education.

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Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning

Sustainability ◽

10.3390/su13126734 ◽

2021 ◽

Vol 13 (12) ◽

pp. 6734

Author(s):

Sohee Kim ◽

Dae-Jin Kim

Keyword(s):

Online Learning ◽

Student Engagement ◽

Student Satisfaction ◽

Survey Data ◽

Structural Model ◽

Student Interaction ◽

Structural Relationship ◽

Key Factors ◽

Course Structure ◽

Instructor Presence

This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.

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