scholarly journals The LECTURERS AND STUDENTS SATISFACTION IN CONDUCTING ONLINE LEARNING DURING COVID-19 PANDEMIC

2021 ◽  
Vol 8 (2) ◽  
pp. 131-137
Author(s):  
Vivi Retno Intening
Keyword(s):  
Online Learning ◽  
Purposive Sampling ◽  
Students Satisfaction ◽  
Sampling Survey

Latar belakang: Pembelajaran daring merupakan kegiatan pendidikan jarak jauh dimana proses belajar mengajar dilakukan secara jarak jauh menggunakan berbagai macam media komunikasi menurut (PERMEN RISTEKDIKTI RI, 2018). Metode pembelajaran daring bertujuan untuk pemerataan akses dan pendidikan yang bermutu bagi mahasiswa di era revolusi industri 4.0 yang serba digital menjadi sesuatu metode baru yang menyenangkan karena sangat mudah dijangkau dan familiar (SPADA Indonesia, 2019). Kepuasan dosen dan mahasiswa dalam metode pembelajaran daring ini menjadi isu yang menarik. Selain hal baru yang harus dilaksanakan karena situasi Pandemi Covid-19, dosen dan mahasiswa terbiasa dengan metode pembelajaran luring atau tatap muka, sehingga harus melakukan banyak adaptasi dalam pembelajaran daring selama pandemi Covid-19. Tujuan: Penelitian ini bertujuan untuk mengetahui kepuasan dosen dan mahasiswa dalam pelaksanaan pembelajaran daring selama masa pandemi Covid-19. Metode: Penelitian ini merupakan penelitian deskriptif analitik dengan pendekatan kuantitatif. Responden dalam penelitian ini terdiri dari 37 dosen dan 199 mahasiswa dengan metode purposive sampling. Survey kepuasan digunakan sebagai instrument dalam penelitian ini. Hasil: Dosen mengatakan puas pada aspek Tangibles 92%; Reliability 92%; Responsivenes 94%; Assurance 62%; dan Empaty 94%. Mahasiswa mengatakan puas pada aspek Tangibles 43%; Reliability 64%; Responsivenes 92%; Assurance 67%; dan Empaty 93%. Kesimpulan: Dosen dan mahasiswa mempunyai kepuasan yang sama yaitu pada aspek Responsivenes (Sikap Tanggap) dan Empaty (Pemahaman terhadap Kepentingan), serta kurang puas pada aspek aspek tangibles (sarana&prasarana), aspek reliability (kehandalan sumber daya), dan aspek assurance (jaminan).  

scholarly journals Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

2021 ◽  
Author(s):  
Monira I. Aldhahi ◽  
Abdulfattah S. Alqahtani ◽  
Baian A. Baattaiah ◽  
Huda I. Al-Mohammed
Keyword(s):  
Online Learning ◽  
Time Management ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Satisfaction ◽  
High Satisfaction ◽  
E Learning ◽  
Students Satisfaction ◽  
Remote Learning

AbstractThe overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

Antecedents and consequences of college students' satisfaction with online learning

2021 ◽  
Vol 49 (8) ◽  
pp. 1-11
Author(s):  
Nam-Hyun Um ◽  
Ahnlee Jang
Keyword(s):  
College Students ◽  
Online Learning ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Teaching Presence ◽  
Self Management ◽  
Antecedents And Consequences ◽  
Intention To Continue ◽  
Academic Self Efficacy ◽  
Students Satisfaction

We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.

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.

scholarly journals FAKTOR-FAKTOR PENENTU PERILAKU GURU SMP MENGGUNAKAN TEKNOLOGI DALAM PEMBELAJARAN ONLINE: STUDI KASUS DI PROVINSI RIAU

2021 ◽  
Vol 22 (2) ◽  
pp. 123-133
Author(s):  
Defrizal Hamka ◽  
Neng Sholihat
Keyword(s):  
Online Learning ◽  
Latent Variables ◽  
Latent Variable ◽  
Structural Equation ◽  
Partial Least Square ◽  
Least Square ◽  
Influential Factor ◽  
Equation Modeling ◽  
Purposive Sampling ◽  
Facility Conditions

The purpose of this research is to investigate factors that influence the intent of behavior using technology in online learning. The study uses structural equation modeling using a partial least square approach to test the hypotheses. Respondents selected using purposive sampling, and the questionnaires were distributed through online surveys and received a response of 96 respondents. Results show that latent variables, performance expectations, business expectations, and facility conditions have a positive and significant relationship with the intent of individual behaviour in the use of technology in online learning. The latent variable "condition facility" is the most influential factor. This research provides an important overview and understanding for policymakers in designing frameworks to pay attention to facility conditions. Further research is suggested in the future covering samples from various provinces in Indonesia. This study adds to the literature primarily on factors affecting behavioral intent to use technology in online learning. Tujuan dari penelitian ini adalah untuk menganalisis faktor-faktor yang mempengaruhi niat perilaku guru menggunakan teknologi dalam pembelajaran online. Penelitian ini menggunakan pemodelan persamaan struktural dengan menggunakan pendekatan partial least square untuk menguji hipotesis. Berdasarkan purposive sampling, kuesioner disebarkan melalui survei online dan mendapat tanggapan dari 96 responden. Hasil penelitian menunjukkan bahwa variabel laten, ekspektasi kinerja, ekspektasi usaha, dan kondisi fasilitas memiliki hubungan positif dan signifikan dengan niat perilaku individu dalam penggunaan teknologi dalam pembelajaran online. Variabel laten “fasilitas kondisi” merupakan faktor yang paling berpengaruh. Penelitian ini memberikan gambaran dan pemahaman penting bagi pembuat kebijakan dalam merancang kerangka kerja untuk memperhatikan kondisi fasilitas. Penelitian lebih lanjut disarankan di masa depan mencakup sampel dari berbagai provinsi di Indonesia. Studi ini menambah literatur terutama pada faktor-faktor yang mempengaruhi niat perilaku untuk menggunakan teknologi dalam pembelajaran online.

scholarly journals ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine

2021 ◽  
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna ◽  
Tetiana Svyrydiuk ◽  
Olena Lutsenko
Keyword(s):  
Online Learning ◽  
Students Satisfaction

scholarly journals Pelatihan Pemanfaatan Mobile Aplikasi Edmodo Pada Guru Seni Budaya

2021 ◽  
Vol 4 (2) ◽  
pp. 947-958
Author(s):  
Agus Budiman ◽  
Heny Rohayani ◽  
Trianti Nugraheni
Keyword(s):  
Online Learning ◽  
Qualitative Study ◽  
Art Education ◽  
Mobile Application ◽  
Sampling Technique ◽  
Art Teachers ◽  
Research Data ◽  
Purposive Sampling ◽  
Teachers And Students

The purpose of this study was to determine the results of online learning training for art teachers in Pandeglang-Banten through Edmodo Mobile-Application to be applied in art learning in schools. This qualitative study used a research sample of 40 training participants with a purposive sampling technique. The research data were obtained from the results of questionnaires and observations. The results showed that the mobile-application edomodo is one of the applications that can be accessed via smartphones or other technological devices such as laptops and computers, which can be used as a forum or means of art learning by both teachers and students through several features that can be used as access to learning media taught by students and teachers. The results of this training are able to improve the pedagogical ability and professionalism of teachers in implementing technology-based art learning. The conclusion of this study is that the skills of teachers in using technology in art learning in the industrial era 4.0 need to be improved as an effort to adapt to various technological and information developments that must be utilized in art education.

Bridging the Social and Teaching Presence Gap in Online Learning

2015 ◽  
pp. 158-182 ◽  
Author(s):  
Bei Zhang
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Negative Impact ◽  
Teaching Presence ◽  
Human Beings ◽  
Web Conferencing ◽  
Combined Use ◽  
The Social ◽  
Students Satisfaction

Feelings of disconnection and isolation from teachers and other classmates could have a major negative impact on students' satisfaction and success when learning online. This chapter describes how a variety of Web 2.0 tools have been used to establish and maintain teaching and social presence in online learning. Rather than limiting contact to the virtual world created by well-designed interfaces of learning management system platforms, the creative use of Web conferencing in online teaching not only brings students and teachers together as real human beings but also generates interactions that create more interest and higher engagement. The combined use of synchronous and asynchronous tools, together with mobile devices, has made online learning more flexible, accessible, and credible.

scholarly journals Online Learning in the Face of COVID-19 Pandemic: Assessment of Students’ Satisfaction at Chitwan Medical College of Nepal

2020 ◽  
Vol 18 (2) ◽  
pp. 40-47
Author(s):  
K. Sharma ◽  
G. Deo ◽  
S. Timalsina ◽  
A. Joshi ◽  
N. Shrestha ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Virus Disease ◽  
Female Gender ◽  
Weak Links ◽  
Online Classes ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
Students Satisfaction

Background Online learning can play a vital role in the process of teaching and learning during Corona Virus Disease 2019 (COVID-19) pandemic. However, learners’ satisfaction is extremely important in effective implementation of the online learning, especially at institutions where it is newly adopted. Objective To assess satisfaction towards online learning and its predictors among students at Chitwan Medical College, Bharatpur. Method A web-based cross-sectional survey was undertaken among 434 undergraduate and postgraduate students from various academic programs who had participated in the online classes started during this COVID-19 pandemic. A structured questionnaire consisting of 31 items (5-point Likert scale) covering four major student satisfaction domains (learners’ dimensions, technological characteristics, instructors’ characteristics and course management and coordination) was distributed to the students using Google Form. Result More than half (53.5%) of the students were satisfied with the online learning, while 29.7% gave neutral views. Bivariate analyses found that all four domains scores were positively correlated with each other as well as with the students’ overall satisfaction towards learning. In multivariate analysis, female gender [aOR: 2.72, p = 0.013], WiFi as internet modality for learning [aOR: 3.36, p = 0.001) and learners’ dimension score [aOR: 1.27, p<0.001] were the significant predictors of students’ satisfaction. Conclusion Although recently adopted, the satisfaction of the students towards online classes appears good, and prioritizing the identified predictors and working on the weak links could assist in enhancing students’ satisfaction and better outcomes.

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