Student Satisfaction From E-Learning Systems

2021 ◽  
pp. 214-227
Author(s):  
Sadia Jabeen ◽  
Aisha Muhammd Din ◽  
Muhammad Farhan Sadiq
Keyword(s):  
Student Satisfaction ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Educational Systems ◽  
Virtual University ◽  
University Campuses ◽  
Face To Face ◽  
Teaching Standards ◽  
E Learning ◽  
Students Satisfaction

This chapter explores the satisfaction level of students from Virtual University of Pakistan mode of e-learning. The research aimed at explaining the various factors of adopting the e-learning mode as well as inquiring about the determinant of satisfaction from virtual educational systems. The quantitative study was conducted through survey method; 240 respondents were selected from all the Virtual University campuses through simple random sampling. Questionnaires based on 25 items were constructed to measure the satisfaction. One sample t-test and regression analysis were applied for data analysis. Results revealed that a majority of the students prefer this institute due to high teaching standards. Interactivity pattern was explained as the main predictor of students' satisfaction from the system. Findings of the study lead to the practical implications and identify the need of face-to-face communication and betterment in interactivity patterns between instructors and students to enhance students' satisfaction from the system.

Students' Satisfaction from E-Learning System

2014 ◽  
Vol 6 (2) ◽  
pp. 1-13
Author(s):  
Sadia Jabeen ◽  
Aisha Muhammad Din ◽  
Muhammad Farhan Sadiq
Keyword(s):  
Regression Analysis ◽  
T Test ◽  
Learning System ◽  
Virtual University ◽  
Important Indicator ◽  
Face To Face ◽  
Teaching Standards ◽  
Study Programs ◽  
E Learning ◽  
Students Satisfaction

The present study was conducted to explore the students' satisfaction level from Virtual University of Pakistan e-learning system. This paper aimed at bringing the underlying factors which determine and affect students' satisfaction from e-learning. The method adopted for the present study was survey. In order to measure students' satisfaction a questionnaire with 25 items was deployed. The sample of current study comprised 240 students from different study programs. Descriptive statistics, regression analysis and one sample t-test were applied to measure students' satisfaction from the system. Results showed that students prefer this system due to its teaching standards. Regression analysis explained interactivity pattern as an important indicator of overall satisfaction from the system. One sample t-test revealed that students were highly satisfied from e-learning system. The results concluded that unconventional mode of learning is as powerful tool of education as conventional. Findings of the study lead to the practical implications and identify the need of face to face communication and betterment in interactivity patterns between instructors and students to enhance students' satisfaction from the system.

scholarly journals Undergraduate Nursing Students’ Satisfaction with blended e-learning following the Covid-19 pandemic

2020 ◽  
Author(s):  
Nahla Tayyib ◽  
Fatmah Alsolami ◽  
Grace Lindsay ◽  
Mohammed Alshhmemri ◽  
Hayam Asfour ◽  
...  
Keyword(s):  
Nursing Students ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Undergraduate Nursing Students ◽  
Male And Female ◽  
Face To Face ◽  
Undergraduate Nursing ◽  
Timely Feedback ◽  
E Learning ◽  
Students Satisfaction

Abstract Background: Blended learning has recently been introduced as an addition to the existing teaching programme of nursing students at X University. The aim of this study is to assess student satisfaction with this change.Methods: A 35 item questionnaire was circulated to all male and female nursing students in their 2nd, 3rd and 4th years of study. The questionnaire was subdivided into the five domains of Interaction, Instruction, Instructor, Course Management and Technology.Results: Mean satisfaction scores for male and female nursing undergraduates was significantly greater than 3 (neutral score) in all domains of enquiry indicating good satisfaction with blended learning (p<0.001). Domain scores were also significantly greater than those of a comparator study in four of the five domains (p<0.030) and similar in the domain of Technology (p=0.677). Male and female levels of satisfaction were similar in 80% of the survey questions, but female satisfaction was significantly lower in some questions concerning technology (p<0.003), willingness to interrupt the instructor (p=0.021), comparison of blended learning and face-to-face teaching (p=0.002) and timely feedback on tests and assignments (p=0.031). Fourth year students showed highest levels of satisfaction across all five domains. Overall questionnaire reliability exceeded 90% and matched that of a comparable study elsewhere.Conclusion: Undergraduate nursing students reported high levels of satisfaction and demonstrated nascent technological skill, resilience and fortitude when presented with the immediate implementation of an unfamiliar e-learning blended curriculum environment.

scholarly journals PENGARUH CITRA MEREK, KUALITAS PELAYANAN DAN PERSEPSI HARGA TERHADAP KEPUASAN MAHASISWA DI UNIVERSITAS MUHAMMADIYAH TANGERANG

2019 ◽  
Vol 18 (2) ◽  
pp. 121-143
Author(s):  
Ade Indra Permana ◽  
Mulky Fauzan ◽  
Sugeng Lubar Prastowo
Keyword(s):  
Service Quality ◽  
Student Satisfaction ◽  
Random Sampling ◽  
Brand Image ◽  
Secondary Data ◽  
Simple Random Sampling ◽  
Total Sample ◽  
Primary Data ◽  
Perceived Price ◽  
Students Satisfaction

This study aims to analyze the influence of brand image, service quality, and perceived price and its implication towards student satisfaction in Universitas Muhammadiyah Tangerang (UMT). This research is quantitative in nature. Both primary and secondary data were obtained from various source such as journals. Primary data were gathered using questionnaire which were distributed to the target respondent. The population consists of active students from Faculty of Engineering and Faculty of Economy actively studying in 2017 using a purposive sampling. Total sample of 100 students were obtained. Data were analyzed using SPSS version 23. The research found that the brand image, service quality and perceived price are affecting students satisfaction of Universitas Muhammadiyah Tangerang. Researcher suggests UMT to improve their brand image, also to improve administration services and lecturer quality. In addition UMT shall adjust their tuition costing structure to win the competition in pricingPenelitian ini bertujuan untuk menganalisis pengaruh Citra Merek, Kualitas Layanan dan Persepsi Harga Terhadap Kepuasan Mahasiswa di Universitas Muhammadiyah Tangerang (UMT). Penelitian bersifat kuantitatif dan bersifat explanatory, sedangkan teknik pengumpulan data berdasarkan kuesioner dan dokumen. Populasi penelitian ini adalah mahasiswa dari fakultas teknik dan fakultas ekonomi yang aktif berkuliah pada tahun 2017. Metode pengambilan sample menggunakan metode probability sampling dan teknik pengambilan sampel dengan menggunakan simple random sampling. Penentuan ukuran sampel menggunakan rumus Slovin dengan tingkat kesalahan 10% berjumlah 100 mahasiswa yang diambil sebagai responden. Data yang terkumpul dianalisa menggunakan SPSS versi 23. Hasil penelitian ditemukan bahwa Citra Merek, Kualitas Layanan dan Persepsi Harga secara signifikan berpengaruh terhadap Kepuasan Mahasiswa di UMT. Peneliti menyarankan UMT perlu meningkatkan citra merek, dan juga melakukan peningkatan di kualitas staf administrasi dan pengajar. Selain itu UMT perlu meninjau kembali biaya perkuliahan yang dikenakan ke mahasiswa agar dapat meningkatkan daya saing

Use of Technology in Problem-Based Learning in Health Science

2019 ◽  
pp. 365-375
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom-based teaching models to a more enhanced blended/e-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D virtual reality, and demonstration videos. An integration of these digital tools along with contemporary face-to-face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory-based courses such as Laboratory Medicine at Griffith University. The objective of this chapter is to highlight the impact and advantages of this particular model from the student- and teacher-based perspective. This chapter will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

Use of Technology in Problem-Based Learning in Health Science

2018 ◽  
pp. 5853-5862
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom based teaching models to a more enhanced blended/E-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D-virtual reality and demonstration videos. An integration of these digital tools along with contemporary face to face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory based courses such as Laboratory Medicine at Griffith University. The objective of this article is to highlight the impact and advantages of this particular model from the student and teacher based perspective. This article will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

Development of E-Learning in Niger

2010 ◽  
pp. 114-125
Author(s):  
Aissetou Drame Yaye
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Course Delivery ◽  
Digital Campus ◽  
Virtual University ◽  
Face To Face ◽  
Official Opening ◽  
E Learning ◽  
Face To Face Learning ◽  
The University

The University Abdou Moumouni (UAM) of Niamey in Niger mainly focused on traditional face to face learning, and even the existence of the African Virtual University since the years 1999 did not change the situation. It is only after the official opening at the University of the Francophone Digital Campus in December 2003 that lecturers and students started overseeing and taking advantages of all the benefits of e-Learning and distance learning. The present paper builds on the author’s personal initiatory experience in e-Learning to highlight some specific challenges that traditional universities such as the UAM face in their efforts to introduce e-Learning and distance learning as a new mode of course delivery. The study shows that even though challenges are big, political and institutional support can freshen the perspectives and change opportunities into realities.

The Open University of Catalonia as a Virtual University

2010 ◽  
pp. 1145-1150
Author(s):  
Morales
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Information Technologies ◽  
Education Institution ◽  
Open University ◽  
Virtual University ◽  
Early 21St Century ◽  
Education Practice ◽  
Face To Face ◽  
E Learning

Electronic Web-based campus information systems and e-learning educational delivery became increasingly important for higher education practice in the late 20th and early 21st century (Bates, 2000; Cobarsí, 2005). These emergent information technologies brought about changes in the traditional face-to-face campus and paper-based communication and teaching (Brown & Duguid, 2000). There are several trends in the introduction of information technology in universities that can be summarised into three main types (Duderstadt, 2000; Folkers, 2005). Firstly, most universities gradually adopted electronic campus information systems and e-learning to reinforce functionalities offered by their physical campus, with no intention of substituting the traditional campus but simply to strengthen their capabilities. Secondly, other institutions, the so-called first generation distance universities, had no physical campus from the very beginning, such as the institutions founded in the 1970s: the British Open University http://www3.open.ac.uk or Spain’s Universidad Nacional de Educación a Distancia http://www.uned. es/portal/index.htm. Thus, they incorporated electronic media to complement their usual means of communication by post or periodical face-to-face tuition. Thirdly, the Universitat Oberta de Catalunya (Open University of Catalonia, hereinafter the OUC) is a quite different case: it was created from the very beginning (the academic year 1995-1996) as a wholly e-learning and Internet-based higher education institution, where a virtual campus with wide-ranging functionalities supports most of the day-to-day activities. As a result of these original premises, this university has some important organizational and information system features, which are summarised and discussed in the sections below, from the chronological perspective offered by its having been in operation for 10 years.

scholarly journals Analysis of Students’ Satisfaction on Quality Education at Government Colleges in Lahore Division

2021 ◽  
Vol 7 (1) ◽  
pp. 63-78
Author(s):  
Alia Sadiq
Keyword(s):  
Student Satisfaction ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Demographic Variables ◽  
Quality Education ◽  
Assessment Scale ◽  
Education Student ◽  
College Level ◽  
The Difference ◽  
Students Satisfaction

Quality education is the most important and considered as a pivot for progress to uplift the lives of a nation. The success of the educational institutions relies not only on quality education but also on the satisfaction of students. This study aims to explore the relationship between quality education and student satisfaction and difference regarding demographic variables at college level in Lahore Division. All the students from 80 government degree colleges of Lahore division were the population of this study. The study was descriptive in nature and has followed correlational research design. By using simple random sampling technique forty government degree colleges (50% of the population) were selected as sample by adopting lottery method. Self-constructed questionnaires for students “Quality Education Assessment Scale” and “Student Satisfaction Assessment Scale” were the instruments of this study. Appropriate statistical analysis techniques were used on the collected data. Product Moment Correlation Co-efficient were used for determining quality education and student satisfaction. Independent sample t-test was applied to find the difference between demographic variables. Results of the study indicated that quality education exits in colleges according to students. There was moderate significant correlation between two variables (r=.625, p<.05) of the quality education and the students’ satisfaction. As compared to male students, the female students’ had perceived more satisfaction towards students’ satisfaction. Both intermediate and bachelor students’ had perceived almost same level regarding students’ satisfaction. Keywords: Quality Education, Student Satisfaction

scholarly journals Understanding students’ satisfaction and continuance intention of e-learning: Application of expectation–confirmation model

2015 ◽  
Vol 7 (3) ◽  
pp. 157
Author(s):  
Forouzan Rezaeian Tiyar ◽  
Hooshang Khoshsima
Keyword(s):  
Language Learners ◽  
Learning Process ◽  
Peer Interaction ◽  
Course Design ◽  
Learning Systems ◽  
Survey Method ◽  
Continuance Intention ◽  
E Learning ◽  
Students Satisfaction ◽  
Expectation Confirmation

<p>The evolution of technologies leads to the great significance of e-learning in the domain of education. Recognition of the crucial factors which influence learners’ aims towards continued use of e-learning would guide teachers, learners and e-learning developers to increase e-learning use. To this end, the present study investigates the Expectation-Confirmation Model (ECM) factors of Post-Adoption Expectation (PAE) which is explored via using language learners’ post-adoption experiences in the use of e-learning systems. Learning process, tutor interaction, peer interaction, and course design are the four factors identified used for extending the perception of language learners’ experiences in e-learning. The survey method was used to empirically validate the suggested model (ECM) of the present study. A total sample of 120 Iranian university students participated in the study.</p><p>In order to investigate the proposed model, structural equation modelling employing Smart PLS 2.0 was run. The findings indicate that learners’ confirmation of using e-learning has a significant effect on the four aforementioned factors. Learning process and course design are the only two factors that have a significant effect on users’ satisfaction and continuance intention. On the other hand, the results showed that tutor interaction and peer interaction do not have a significant effect on predicting learners’ satisfaction and continuance intention of e-learning systems.</p><p> </p><p>Keywords: e-learning, students’ satisfaction, students’ continuance intention, expectation-confirmation model, post-adoption expectation</p>

scholarly journals The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management

2021 ◽  
Vol 13 (17) ◽  
pp. 9716
Author(s):  
Elisabeth Bustos-Contell ◽  
Luis Porcuna-Enguix ◽  
José Serrano-Madrid ◽  
Gregorio Labatut-Serer
Keyword(s):  
Student Satisfaction ◽  
Action Plan ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Financial Statements ◽  
Emotion Management ◽  
Face To Face ◽  
E Learning ◽  
Key Driver

The role of e-learning in the existing and challenging educational era is crucial. However, it is necessary to overcome some drawbacks such as feelings of isolation and a lack of emotional contact. In this sense, emotion management is a key driver of student satisfaction in e-learning, which is significantly related to students’ motivation, learning, cognitive strategies, self-regulation, and personality antecedents in the classroom. This article examines an online postgraduate course in financial statements auditing, describing the resources used by the e-tutor to conduct affective tutorials, reduce students’ feelings of isolation, increase student involvement, and achieve success in e-learning. The results of a survey administered to 125 students over the period 2015 to 2020 indicate that students who receive emotional support have higher levels of satisfaction with the course in terms of all satisfaction indicators. In addition, female e-learning students are more satisfied with intensive e-tutor monitoring overall but are less gratified by non-face-to-face e-tools. Our study responds to the calls in the 2021–2027 Digital Education Action Plan to improve and reset education and training for the digital age.

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