Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka

This quantitative study investigated the determinants of students’ satisfaction with their online learning experience at Sri Lankan universities during the COVID-19 pandemic. The data was collected from 1376 undergraduates enrolled in various courses in humanities and social sciences at three state-owned universities in the country. The results of the Structural Equation Modeling (SEM) revealed that the independent variables of the model, namely perceived learner motivation, perceived challenges of e-learning, and interaction significantly affected students’ satisfaction with their new online learning experience. Out of the three variables, learner motivation exerted the strongest effect on students’ satisfaction, implying the crucial role self-regulated learning—characterized by motivation—plays in online learning environments. The study has several implications for both creating and ensuring the long-term sustainability of productive and student-friendly online learning spaces in higher education.

Download Full-text

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.

Download Full-text

Miscellany of Students’ Satisfaction in an Asynchronous Learning Environment

Journal of Educational Technology Systems ◽

10.1177/0047239516667499 ◽

2017 ◽

Vol 45 (4) ◽

pp. 456-475 ◽

Cited By ~ 4

Author(s):

Otu Larbi-Siaw ◽

Yaw Owusu-Agyeman

Keyword(s):

Learning Environment ◽

Structural Equation ◽

Internet Usage ◽

Equation Modeling ◽

Asynchronous Learning ◽

Exploratory Research ◽

Teacher Interaction ◽

Asynchronous Learning Environment ◽

E Learning ◽

Students Satisfaction

This study investigates the determinants of students’ satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student–content interaction, student and student interaction, student–teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The empirical data were gathered through structured questionnaires from 500 students who took courses in an asynchronous learning environment and the analysis was done using structural equation modeling. Framed along the positivist paradigm, deductive epistemology, exploratory research design, the study showed that all the seven variables served as robust antecedents of students’ satisfaction in an asynchronous learning environment.

Download Full-text

Interactions between learner’s beliefs, behaviour and environment in online learning: Path analysis

The Asia Pacific Scholar ◽

10.29060/taps.2021-6-2/oa2338 ◽

2021 ◽

Vol 6 (2) ◽

pp. 38-47

Author(s):

Enjy Abouzeid ◽

Rebecca O'Rourke ◽

Yasser El-Wazir ◽

Nahla Hassan ◽

Rabab Abdel Ra'oof ◽

...

Keyword(s):

Academic Achievement ◽

Online Learning ◽

Path Analysis ◽

Online Discussion ◽

Learning Experience ◽

The Other ◽

Self Regulated Learning ◽

Regulated Learning ◽

E Learning

Introduction: Although, several factors have been identified as significant determinants in online learning, the human interactions with those factors and their effect on academic achievement are not fully elucidated. This study aims to determine the effect of self-regulated learning (SRL) on achievement in online learning through exploring the relations and interaction of the conception of learning, online discussion, and the e-learning experience. Methods: A non-probability convenience sample of 128 learners in the Health Professions Education program through online learning filled-out three self-reported questionnaires to assess SRL strategies, the conception of learning, the quality of e-Learning experience and online discussion. A scoring rubric was used to assess the online discussion contributions. A path analysis model was developed to examine the effect of self-regulated learning on achievement in online learning through exploring the relations and interaction among the other factors. Results: Path analysis showed that SRL has a statistically significant relationship with the quality of e-learning experience, and the conception of learning. On the other hand, there was no correlation with academic achievement and online discussion. However, academic achievement did show a correlation with online discussion. Conclusion: The study showed a dynamic interaction between the students’ beliefs and the surrounding environment that can significantly and directly affect their behaviour in online learning. Moreover, online discussion is an essential activity in online learning.

Download Full-text

Exploring the Determinants of Students' Satisfaction and Continuance Intention Using Online Learning in Jordan

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2021/v24i230574 ◽

2021 ◽

pp. 28-41

Author(s):

Hadeel Mahmoud Jebril

Keyword(s):

Online Learning ◽

Structural Equation ◽

Equation Modeling ◽

System Quality ◽

Continuance Intention ◽

School Students ◽

Performance Expectancy ◽

Effort Expectancy ◽

Facilitating Conditions ◽

Students Satisfaction

This research investigates factors affecting online learning satisfaction and continuance intention by Jordan school students. To this end, an integrated model of Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and Information System Success (ISS) model has been used. A questionnaire was handed out to students from five Jordanian schools to collect data from 346 students, and the Structural Equation Modeling (SEM) technique was utilized to evaluate the proposed model. The findings indicated that the students' satisfaction is directly influenced by performance expectancy, effort expectancy, facilitating conditions, system quality. Besides, the empirical results showed that the continuance intention is directly influenced by students' satisfaction, performance expectancy, habit, effort expectancy, hedonic motivation, and facilitating conditions. The findings of this study will serve as a valuable resource for educational institutions, decision-makers, developers, and academics looking to enhance online learning systems by identifying the most important factors influencing students' satisfaction and continuance intention.

Download Full-text

Pengaruh Faktor-Faktor Pembentuk Loyalitas Mahasiswa Universitas Terbuka

Jurnal Manajemen dan Organisasi ◽

10.29244/jmo.v6i3.12610 ◽

2016 ◽

Vol 6 (3) ◽

pp. 225

Author(s):

Devi Ayuni ◽

Andy Mulyana

Keyword(s):

Student Satisfaction ◽

Structural Equation ◽

Graduate Program ◽

Sampling Technique ◽

Learning System ◽

Equation Modeling ◽

Quality Of Services ◽

Registration Period ◽

E Learning

Currently the learning system based on Information and Communication Technology (ICT) has been growing. The Open University (UT) has been using e-learning in the provision of learning support services. Online tutorials (Tuton) is one form of e-learning provided UT. Since the registration period of 2013.1-2014.2, the number of courses offered in Tuton increased by 11% and participants also increased by 52%. Although Tuton has been growing rapidly, the total number of students has declined from the registration period of 2013.1 to 2015.1. Such a decrease can be justified as an indicator of lack of loyalty or retention of students. The main objective of this study is to test the relationship between the antecedents of loyalty, service quality, commitment, satisfaction, and reputation. The study population comes from four faculties and one graduate program. Nonprobability method of sampling with judgmental sampling technique is used in this study. The minimum required sample size is 200 respondents. Survey data collection is conducted by inviting respondents by email to fill out a questionnaire online in google site. Then the data were analyzed both descriptively and quantitatively using descriptive analysis and Structural Equation Modeling (SEM). Results of hypothesis testing showed that 6 of 7 hypothesis were accepted with significant results. These sixth hypothesis are1) the influence of the quality of services to satisfaction; 2) the effect of the reputation on the quality of services; 3) the effect of commitment to student satisfaction; 4) the effect of satisfaction on reputation; 5) the effect of satisfaction on loyalty; and 6) the effect of reputation on loyalty. As for the rejected hypothesis is the effect of reputation on commitment.Keywords : loyalty, quality of service, commitment, satisfaction, reputation

Download Full-text

WHAT DRIVES STUDENTS’ SATISFACTION WITH E-LEARNING AMID COVID-19 PANDEMIC?

Journal of Quality Assurance in Islamic Education (JQAIE) ◽

10.47945/jqaie.v1i1.383 ◽

2021 ◽

Vol 1 (1) ◽

pp. 1-9

Author(s):

Fachrudin Fiqri Affandy ◽

Ira Eka Pratiwi

Keyword(s):

Online Learning ◽

Data Analysis ◽

Linear Regression ◽

Multiple Linear Regression ◽

Student Satisfaction ◽

Learning Process ◽

Quantitative Methods ◽

Validity And Reliability ◽

E Learning ◽

Students Satisfaction

This study aims to analyze the students’ satisfaction in the Faculty of Economics and Islamic Business, State Islamic Institute (IAIN) Fattahul Muluk Papua with the online learning process during the COVID-19 pandemic. It is necessary to have an evaluation of the online learning carried out during the COVID-19 pandemic so that the process can be measured and the learning quality may be improved. This study uses five Servqual dimensions, namely Tangible, Reliability, Responsiveness, Assurance, and Empathy to measure student satisfaction with the online learning process during the COVID-19 pandemic. This study uses quantitative methods with data analysis using multiple linear regression. Data were collected from 143 students of the Faculty of Economics and Islamic Business IAIN Fattahul Muluk Papua using a questionnaire that had been tested for validity and reliability. The results of this study indicate that the tangible variable and empathy variable has a significant effect on student satisfaction, while the Reliability, Responsiveness, and Assurance variables do not significantly influence students’ satisfaction with online learning during the COVID-19 pandemic.

Download Full-text

An empirical study on the online learning experience of MOOCs: Indian students’ perspective

International Journal of Educational Management ◽

10.1108/ijem-01-2019-0025 ◽

2019 ◽

Vol 34 (3) ◽

pp. 586-609

Author(s):

Rajasshrie Pillai ◽

Brijesh Sivathanu

Keyword(s):

Online Learning ◽

Social Presence ◽

Structural Equation ◽

Learning Experience ◽

Contextual Factors ◽

Cross Sectional Study ◽

Primary Data ◽

Equation Modeling ◽

Cross Sectional ◽

Content Type

Purpose The purpose of this paper is to investigate the online learning experience (LE) of massive open online courses (MOOCs) among the students in India using the lens of community of inquiry (CoI) model and two additional contextual factors. Design/methodology/approach The study conducted a survey using a structured questionnaire among the undergraduate and postgraduate students to examine the LE of MOOCs using the CoI framework and contextual variables – technical barrier (TB) and hedonic motivation (HD). The primary data were analyzed with the partial least squares structural equation modeling technique. Findings The results show that teaching presence (TP) influences cognitive presence (CP) and social presence (SP). SP influences CP. It is also found that TP, SP and CP influence the LE of MOOCs. It is found that TB negatively influences LE but is not significant and HD significantly influences LE positively for MOOCs. Research limitations/implications This study has a few limitations as it is a cross-sectional study in India, which surveyed undergraduate and postgraduate MOOCs learners, and caution needs to be taken while generalizing the outcomes. Further studies can be conducted across other countries considering demographic factors like age, gender, income groups, education and profession. Practical implications This research highlights the antecedents influencing the LE of MOOC learners using the CoI framework which will help the MOOC designers and marketers to apprehend the factors influencing LE. The results of this research will help them formulate suitable strategies in the design and delivery of MOOCs to improve the LE of learners. Originality/value This unique research investigates and empirically validates the CoI framework to understand LE of MOOC learners in India. This research extends the CoI framework by adding contextual factors – TB and HD in the context of a developing country.

Download Full-text

The Role of the Instructor, Motivation, and Interaction in Building Online Learning Satisfaction during the COVID-19 Pandemic

The Electronic Journal of e-Learning ◽

10.34190/ejel.19.5.2475 ◽

2021 ◽

Vol 19 (5) ◽

pp. pp401-415

Author(s):

Marsela Thanasi-Boçe

Keyword(s):

Online Learning ◽

Student Satisfaction ◽

Undergraduate Students ◽

Structural Equation ◽

Structural Model ◽

Partial Least Square ◽

Least Square ◽

Equation Modeling ◽

Motivation Interaction

This study aims to examine the role of instructor, motivation, and interaction in building students’ perceptions of and satisfaction with online learning (OL). It proposes a structural model based on data collected from 446 graduate and undergraduate students who attended online courses during the first COVID-19 lockdown. The data analysis was conducted using partial least square structural equation modeling (PLS-SEM). The results reinforced the role of interaction and instructors in strengthening students’ motivation, especially highlighting interaction as a facilitator of how instructors motivate their students. Motivation, interaction, and the instructor’s role contributed to positive OL perceptions, which in turn generated greater student satisfaction. This study also revealed that interaction is the factor with the highest impact on OL perception. The instructor’s role in motivating students was found to be higher if a greater interaction was present in the online platform. However, the students did not derive OL satisfaction directly from their instructors; rather, satisfaction was generated only when motivation, interaction, and positive OL perceptions emerged. Finally, gender differences were identified in the students’ OL satisfaction. Females derived a greater level of motivation, OL perception, and satisfaction from interactions with their instructors and peers, while the male students’ OL perception and satisfaction were not affected by their instructors.

Download Full-text

PENGARUH KUALITAS JASA PERGURUAN TINGGI TERHADAP KEPUASAN DAN LOYALITAS MAHASISWA

Jurnal Riset Ekonomi dan Bisnis ◽

10.26623/jreb.v10i3.788 ◽

2018 ◽

Vol 10 (3) ◽

pp. 174

Author(s):

Widya Iswara ◽

Luki Adiati Pratomo

Keyword(s):

Structural Equation Modeling ◽

Student Satisfaction ◽

Structural Equation ◽

Customer Relationship ◽

Equation Modeling ◽

Price Fairness ◽

Cross Sectional ◽

Purposive Sampling ◽

University Image ◽

Students Satisfaction

Tujuan dari penelitian ini adalah untuk menganalisa pengaruh kualitas jasa terhadap kepuasan dan loyalitas mahasiswa serta citra Perguruan Tinggi. Data diperoleh dengan cara menyebarkan kuisioner kepada 120 responden yaitu mahasiswa Universitas Trisakti. Data yang digunakan adalah data cross-sectional dan menggunakan purposive sampling sebagai metode pegambilan sampel. Alat analisis yang digunakan adalah Structural Equation Modeling (SEM). Hasil pengujian hipotesa menunjukkan bahwa aspek akademis, aspek non akademis dan reputasi berpengaruh positif terhadap kepuasan mahasiswa, sedangkan aspek program dan akses tidak mempunyai pengaruh positif terhadap kepuasan mahasiswa. Kemudian kepuasan mahasiswa juga mempunyai pengaruh positif terhadap citra perguruan tinggi sementara kepuasan mahasiswa dan citra ternyata tidak mempunyai pengaruh positif terhadap loyalitas mahasiswa. Disarankan bagi Universitas Trisakti untuk memperkuat reputasi yang merupakan faktor terpenting dalam mempengaruhi kepuasan mahasiswa, serta mengembangkan strategi hubungan pemasaran agar dapat meningkatkan loyalitas mahasiswa. Untuk penelitian selanjutnya disarankan mengevaluasi penetapan harga (price fairness) dalam mencapai kepuasan dan loyalitas mahasiswa. .The purpose of this study is to analyze the impacts of higher education service quality towards student satisfaction and Loyalty, and student satisfaction towards university image and student loyalty. The data was gathered using questionnaires and was collected from 120 respondents who study at Trisakti University. The data was using cross-sectional and the sampling method was using purposive sampling. This research were using Structural Equation Modeling (SEM) as analysis method.The finding shows that academic aspects, non-academic aspects and reputation influenced students satisfaction while program issues and access did not have impact on students satisfaction. The other results proved that students satisfaction influence University image but surprisingly students satisfaction and University image did not have impact on students loyalty. Very important for Trisakti University to improve their image because this is one strong factor in building students satisfaction, while they have to develop customer relationship management with their students and alumni to strengthen their students loyalty. To understand more student satisfaction, it advised to examine the price fairness as one possible factor in building students satisfaction and loyalty.

Download Full-text

Developing a Holistic Success Model for Sustainable E-Learning: A Structural Equation Modeling Approach

Sustainability ◽

10.3390/su13169453 ◽

2021 ◽

Vol 13 (16) ◽

pp. 9453

Author(s):

Ahmad Samed Al-Adwan ◽

Nour Awni Albelbisi ◽

Omar Hujran ◽

Waleed Mugahed Al-Rahmi ◽

Ali Alkhalifah

Keyword(s):

Higher Education ◽

Structural Equation Modeling ◽

Structural Equation ◽

Learning Systems ◽

Perceived Usefulness ◽

Equation Modeling ◽

Success Model ◽

System Use ◽

E Learning ◽

Students Satisfaction

In higher education learning, e-learning systems have become renowned tools worldwide. The evident importance of e-learning in higher education has resulted in a prenominal increase in the number of e-learning systems delivering various forms of services, especially when traditional education (face-to-face) was suddenly forced to move online due to the COVID-19 outbreak. Accordingly, assessing e-learning systems is pivotal in the interest of effective use and successful implementation. By relying on the related literature review, an extensive model is developed by integrating the information system success model (ISSM) and the technology acceptance model (TAM) to illustrate key factors that influence the success of e-learning systems. Based on the proposed model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 537 students from three private universities in Jordan. The findings demonstrate that quality factors, including instructor, technical system, support service, educational systems, and course content quality, have a direct positive influence on students’ satisfaction, perceived usefulness, and system use. Moreover, self-regulated learning negatively affects students’ satisfaction, perceived usefulness, and system use. Students’ satisfaction, perceived usefulness, and system use are key predictors of their academic performance. These findings provide e-learning stakeholders with important implications that guarantee the effective, successful use of e-learning that positively affects students’ learning.

Download Full-text