scholarly journals Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic

2020 ◽  
Vol 15 (21) ◽  
pp. 246
Author(s):  
Norah Almusharraf ◽  
Shabir Khahro
Keyword(s):  
Online Learning ◽  
Transformative Learning ◽  
Student Satisfaction ◽  
Alternative Assessment ◽  
Quantitative Research ◽  
Learning Experiences ◽  
Education Institution ◽  
Learning Theories ◽  
Practical Training ◽  
Research Findings

This research aims to evaluate the level of postsecondary student satisfaction with online learning platforms and learning experiences during the novel coronavirus COVID-19 pandemic in the Kingdom of Saudi Arabia (KSA). This paper is based on the premise of transformative learning theories [1], which describe the learners’ authority and investment over their learning. Quantitative research was carried out using a survey that was sent out to 283 students enrolled at one higher education institution in KSA. These data were analyzed using SPSS. Average Mean Score (AMS) was used for data analysis, where the results are validated using the Standard Deviation (SD), Skewness and Kurtosis test, and Cronbach Alpha test. The research findings revealed that the students are satisfied with the university staff and faculty members who agreed on specific online platforms to use, grading system, assessment options, training workshops, online technical support, and more. The research findings also showed that participants were highly satisfied with Google Hangouts the most for lecture delivery, followed by Google Classroom and LMS (Moodle) for course management and assessments. With only respect to the students’ online learning experiences, the COVID-19 situation within this study context was handled adequately. This study calls for further research into the integration of professional development workshops and practical training courses for online learning and teaching to endorse innovative teaching techniques and alternative assessment plans for instructors, learners, administrators, and policymakers.

Determinants in Student Satisfaction with Online Learning: A Survey Study of Second-Year Students at Private Universities in HCMC

2021 ◽  
Vol 2 (1) ◽  
pp. 63-80
Author(s):  
Quang Hai Tran ◽  
Thanh Minh Nguyen
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Learning Experience ◽  
Private Universities ◽  
Survey Study ◽  
Ho Chi Minh City ◽  
Course Effectiveness ◽  
Research Findings ◽  
Considerable Impact ◽  
Second Year

Due to the development of technology and the outbreak of COVID-19, many higher education institutions have employed online learning as a measure to the urgent situation. However, the sudden shift to complete online learning has a considerable impact on students. Therefore, maintaining student satisfaction with their learning experience is a significant issue for the stakeholders. From scientific perspectives, many researchers propose the importance of identifying factors influencing student satisfaction. Although many studies are dealing with this issue, few have succeeded in identifying determinants in student satisfaction with online learning in which online learning is a part of the school ecosystem. This research aimed at tackling this problem in the context of private universities in Ho Chi Minh city. Notably, 317 students from two private universities were involved in this survey study. The data were collected via online questionnaires and analyzed by using the PLS-SEM approach to examine which factors found in the literature were more dominant. The research findings indicated three determinants, including course effectiveness, providing knowledge and skills, and the sense of belonging. This result suggested that in order to increase student satisfaction with online learning in the current situation, these three determinants should be paid more attention by the stakeholders.

FUTURE EDUCATORS’ LEARNING TRENDS AT THE UNIVERSITY: HOW IMPORTANT AND SIGNIFICANT THE LEARNER’S EXPERIENCE IS?

2019 ◽  
Vol 1 ◽  
pp. 89
Author(s):  
Remigijus Bubnys
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Education Institution ◽  
Practical Experience ◽  
Practical Training ◽  
Theoretical Knowledge ◽  
Learning Context ◽  
Self Reflection ◽  
The University ◽  
Specific Learning

The structure and content of studies at a higher education institution, educating specialists in the field of education studies, are more oriented to subject-centred rather than pedagogical preparation; insufficient attention is paid to students’ practical training, where through self-reflection and reflection students’ sensations turn into experience. The problematicity lies in the fact that often students’ practical experience is limited only to technical skills applied in concrete situations; the basis is mechanical learning, when the focus is on theoretical knowledge gained at the university, which is not integrated with the students’ experience outlived earlier or during practice. On the other hand, theoretical knowledge is often not related to the practical activity. The results of the quantitative research disclose future educators’ teaching and learning trends at the university by analyzing, assessing and linking learners’ outlived experience with a specific learning context.  

scholarly journals Hubungan Jenis Kelamin, Stress, dan Kepuasan Mahasiswa Akuntansi terhadap Pembelajaran Daring di Masa Pandemi COVID-19

2021 ◽  
Vol 31 (7) ◽  
pp. 1783
Author(s):  
Sakina Nusarifa Tantri ◽  
Ceicillia Novita Roseline
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Quantitative Study ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Accounting Students ◽  
Survey Method ◽  
Convenience Sampling ◽  
The Relationship

This study is a quantitative study on student perceptions of online learning during the COVID-19 pandemic. The purpose of this study was to examine the model of the relationship between gender, Stress, and satisfaction of accounting students in Indonesia towards online learning during the COVID-19 pandemic. The method used in this quantitative research is a survey method using a sample of accounting students at several universities in Indonesia. The number of samples in this study were 84 students, obtained through a sampling technique that is purposive convenience sampling. The results of this study confirmed that only the effect of Stress on student satisfaction was found to be significant, while gender did not significantly affect Stress and satisfaction with online learning. Keywords: Gender; Stressed; Satisfaction; Online.

scholarly journals Student Perception of Online Learning Experiences Associated with COVID-19

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Rebecca Elkins ◽  
Rhyanne McDade
Keyword(s):  
Online Learning ◽  
Student Retention ◽  
Student Satisfaction ◽  
Course Design ◽  
Student Perception ◽  
Learning Experiences ◽  
Course Structure ◽  
Design Elements ◽  
Student Opinions ◽  
Qualitative Analyses

Introduction: The devastation of COVID-19 has profoundly disrupted the U.S. educational system. Student dissatisfaction with online learning has adversely effected enrollment and student retention. Identifying factors that contribute to student satisfaction with online learning experiences is imperative to bolstering student retention and enrollment. This study examines student opinions related to overall satisfaction of online learning experiences during the COVID-19 shift to remote learning. Methods: A single electronic, university wide, survey was sent out to all 16,212 students enrolled at a Southern, regionally accredited university. The survey remained open for five weeks during the fall 2020 semester. A single e-mail reminder data was sent to all students with a link to the survey and the survey closing date. Descriptive, inferential and qualitative analyses were conducted.  Results: Student satisfaction with online learning experiences during COVID-19 were much lower than previously reported averages. Student satisfaction significantly differed based on sex and program type. Female students (M=1.53, SD=.500, p=.005) and students enrolled in online programs (M=1.53, SD=.500 p<.001) reported significantly higher levels of satisfaction with online learning amid the onset of COVID-19, in comparison to male students (M=1.42, SD=.495) and students enrolled in traditional (face-to-face or hybrid format) programs (M=1.46, SD=.499). Qualitative analyses found that student opinions about instructional design elements pertaining to course structure (content, sequence and methods), sociology and compassion influenced student satisfaction with online learning experiences. Conclusions: Student sex, type of program, elements of course design, and instructor compassion influenced student satisfaction with learning experiences during the onset of COVID-19. Improvement in course structure and student-teacher interaction may improve student rates of satisfaction with online learning experiences. 

scholarly journals The Level of Student Satisfaction with the Online Learning Process During a Pandemic Using the K-means Algorithm

Jurnal INFORM ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 123-126
Author(s):  
Talitha Syahla Janiar Arifin ◽  
Nakia Natassa ◽  
Dinda Khoirunnisa ◽  
Retno Hendrowati
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Research Methods ◽  
No Value ◽  
Learning Process ◽  
Quantitative Research ◽  
Clustering Algorithm ◽  
Quantitative Research Methods ◽  
A Value ◽  
Level Of Satisfaction

The number of cases of Covid-19 in this pandemic era is increasing and getting out of control every day. This triggers the Indonesian government to set policies on schools with online learning methods. Of course, online learning cannot ensure that it runs smoothly in all circles because several factors hinder the learning process. The difficulty of the internet network, limited quotas, unfamiliarity with the use of learning media, and an unsupportive environment for conducting online learning are the obstacles to ineffective online learning. The purpose of this study was to determine the level of satisfaction with online learning during the pandemic. This study uses quantitative research methods with a descriptive approach. Quantitative research methods will be processed into data mining using the K-Means Clustering Algorithm. The clustering process is carried out to get the results of clustering the level of student satisfaction. The dataset was obtained from the results of the questionnaire by submitting statements of satisfaction and dissatisfaction. The cluster type is based on high, medium, and low class. The test results obtained a value with the final iteration, namely the level of satisfied statements is categorized as high with a value of 11.79 compared to the dissatisfied statement, which is categorized as moderate with a value of 7.46. In contrast, for the low category level, there is no value of 0.00 cluster results state that the category is satisfied with online learning with a value of 9.33.

A Second Life in Qualitative Research

2015 ◽  
pp. 1409-1433
Author(s):  
Kakali Bhattacharya
Keyword(s):  
Qualitative Research ◽  
Transformative Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Quantitative Research ◽  
Learning Experiences ◽  
Three Dimensional ◽  
Digital World ◽  
Key Concepts

Many institutions of higher education do not have well-developed qualitative research methods programs. Consequently, the role of qualitative research is minimized, and its legitimacy questioned as the methodology of choice in dissertations, relegating qualitative research as second fiddle to quantitative research. In this chapter, the authors present how using a three-dimensional multiuser virtual/digital world called Second Life serves as a fertile and rigorous space for critically engaged ethnographic practices in an institution where resources for qualitative research are scant. Using information extracted from students' projects conducting mini-ethnographies in Second Life, their YouTube podcasts, students' reflections in learning key concepts in qualitative research without prior exposure to this methodology, the authors engage in a discussion of transformative learning experiences. Discussion of transformative learning experiences includes an intersection of critical dialogue of integration of digital technologies, virtual worlds in qualitative research, kind of learning and learners produced as a result, and reflections necessary for pedagogically aligned instructional design and delivery.

A Second Life in Qualitative Research

2014 ◽  
pp. 301-326
Author(s):  
Kakali Bhattacharya
Keyword(s):  
Qualitative Research ◽  
Transformative Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Quantitative Research ◽  
Learning Experiences ◽  
Three Dimensional ◽  
Digital World ◽  
Key Concepts

Many institutions of higher education do not have well-developed qualitative research methods programs. Consequently, the role of qualitative research is minimized, and its legitimacy questioned as the methodology of choice in dissertations, relegating qualitative research as second fiddle to quantitative research. In this chapter, the authors present how using a three-dimensional multiuser virtual/digital world called Second Life serves as a fertile and rigorous space for critically engaged ethnographic practices in an institution where resources for qualitative research are scant. Using information extracted from students’ projects conducting mini-ethnographies in Second Life, their YouTube podcasts, students’ reflections in learning key concepts in qualitative research without prior exposure to this methodology, the authors engage in a discussion of transformative learning experiences. Discussion of transformative learning experiences includes an intersection of critical dialogue of integration of digital technologies, virtual worlds in qualitative research, kind of learning and learners produced as a result, and reflections necessary for pedagogically aligned instructional design and delivery.

Study of six online learning theories shows theories should be chosen to match institutional situations and learners' backgrounds

2021 ◽  
Vol 29 (6) ◽  
pp. 5-7
Keyword(s):  
Online Learning ◽  
Social Learning ◽  
Transformative Learning ◽  
Relevant Information ◽  
Learning Theories ◽  
Proximal Development ◽  
Self Directed Learning ◽  
Content Type ◽  
Integration Of Technology ◽  
Based Instruction

Purpose The authors assessed the following six popular online theories: Cognitivism, connectivism, heutagogy, social learning, transformative learning theories and Vygotsky’s zone of proximal development (ZPD). The theories were selected because of their relevance to improving online instruction. Design/methodology/approach To compare them, the authors reviewed literature on adult learning theories from the following databases: Academic Search Premier, ERIC and ProQuest. They chose the most relevant articles about each theory published between 2007 and 2017, summarized them and extracted relevant information. Findings The theories suggest various pointers to help course designers to improve online learning. Based on cognitivism, instructors can use media-based instruction designed especially for the working memory. Similarly, connectivism informs instructors to design instruction integrated with technology. Heutagogy also promotes the integration of technology with online learning and encourages self-directed learning. Meanwhile, social learning theory informs instructors to design group discussions and activities to foster collaboration. The other three theories - cognitivism, connectivism and heutagogy – promote the integration of technology. Originality/value The authors said the paper was useful as it provided a theoretical framework for adult instructors and theory designers. The paper was a follow-up to another study by the sane authors of online theories. There are also research implications. While pedagogical frameworks are well-established for online learning, studies on learner motivation would establish a wider understanding of richer design formats, the authors say.

scholarly journals Exploring the impact of a compassion-focused therapy training course on healthcare educators

2021 ◽  
pp. 001789692110084
Author(s):  
Gillian Rayner ◽  
Elaine Beaumont ◽  
Sue McAndrew ◽  
Chris Irons
Keyword(s):  
Quantitative Research ◽  
Education Institution ◽  
Training Course ◽  
Self Compassion ◽  
Therapy Training ◽  
High Staff Turnover ◽  
Compassion Focused Therapy ◽  
Research Findings ◽  
Healthcare Educators ◽  
The Impact

Background: Stress, and particularly burnout, is a major problem among healthcare workers and can lead to high staff turnover and low patient/client satisfaction. Objective: To explore the impact of 3-day compassion-focused therapy training on those delivering education to healthcare students. The underpinning premise was that the training course could potentially be replicated through the participants’ work with students embarking on a career within the helping professions. Design: Mixed-methods study, with the qualitative findings being presented in this paper. Setting: Training course was delivered in one higher education institution in England. Methods: In total, 44 healthcare lecturers attended the course, with 6 taking part in a reflective focus group. Findings: The analysis highlighted four main themes: reassurance and increased knowledge, increased compassion towards others, self-compassion and empathy, and blocks to compassion. Conclusion: Findings add to previous quantitative research findings showing that participants who undertook training were able to engage with their compassionate self and consider the importance of showing compassion towards the self and others in healthcare education.

Profiles of engagement: An investigation of transformative learning experiences

2011 ◽  
Author(s):  
Kevin J. Pugh ◽  
Cassendra M. R. Bergstrom ◽  
Bryden Spencer
Keyword(s):  
Transformative Learning ◽  
Learning Experiences
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