scholarly journals An Investigation of Student Satisfaction in an Online Language Learning Course

2021 ◽  
Vol 16 (5) ◽  
pp. 121-136
Author(s):  
Thach Ngoc Pham ◽  
Giang Hong Nguyen
Keyword(s):  
Language Learning ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Learning Experience ◽  
Educational Institution ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Course Satisfaction ◽  
Student Background ◽  
Online Language Learning

Online learning's application in the language learning process has become an important topic as the COVID-19 crisis has restricted in-person classes. This study investigates student satisfaction in an online language learning course at a higher educational institution in Vietnam. The study tested the influence of learner-learner, learner-content, and learner-instructor interactions; internet self-efficacy; and self-regulation on student course satisfaction. The effects of student background variables were also explored. Linear regression analysis was conducted to determine the contribution of predictor variables to student satisfaction. The findings showed that student interaction with peers, content, and instructors and self-regulation were good predictors of student satisfaction; however, internet self-efficacy was not a good predictor. Additionally, there were no differences in effects of gender and prior online language learning experience on student course satisfaction.

scholarly journals A predictive study of student satisfaction in online education programs

2013 ◽  
Vol 14 (1) ◽  
pp. 16 ◽  
Author(s):  
Yu-Chun Kuo ◽  
Andrew E Walker ◽  
Brian R Belland ◽  
Kerstin E E Schroder
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Self Regulation ◽  
Student Background ◽  
Self Regulated Learning ◽  
Class Level ◽  
Instructor Interaction ◽  
Content Interaction ◽  
Predictive Study

<p>This paper is intended to investigate the degree to which interaction and other predictors contribute to student satisfaction in online learning settings. This was a preliminary study towards a dissertation work which involved the establishment of interaction and satisfaction scales through a content validity survey. Regression analysis was performed to determine the contribution of predictor variables to student satisfaction. The effects of student background variables on predictors were explored. The results showed that learner-instructor interaction, learner-content interaction, and Internet self-efficacy were good predictors of student satisfaction while interactions among students and self-regulated learning did not contribute to student satisfaction. Learner-content interaction explained the largest unique variance in student satisfaction. Additionally, gender, class level, and time spent online per week seemed to have influence on learner-learner interaction, Internet self-efficacy, and self-regulation.</p>

scholarly journals Analisis Kualitas Pelayanan pada Bagian Akademik Politeknik Sawunggalih Aji Purworejo

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Yeni Kristiyan ◽  
Danis Imam Bachtiar
Keyword(s):  
Student Satisfaction ◽  
Educational Institution ◽  
Linear Regression Analysis ◽  
Regression Result ◽  
Validity And Reliability ◽  
Good Service ◽  
The Core ◽  
Level Of Satisfaction ◽  
Independent Variable ◽  
Academic Services

In an educational institution, service is one of the most important things to note. Good service will be a satisfaction for the customer, in this case the students. Sawunggalih Aji Polytechnic is one of the colleges in Purworejo Regency. One of the core services in these colleges is academic services, where the main users are students. The services provided so far there are still some shortcomings related to physical aspects and human resources. To find out how the level of satisfaction of students with academic services is needed a study especially related to several factors including evidence of tangible, reliability, responsiveness, assurance and empathy. The research used was a questionnaire with multiple validity, reliability and linear regression analysis. Result of validity and reliability test, all items are declared valid because result of each test value rhitung> 0,279 and reliable because value of Alpha> 0,6. Regression result Y = 1,276 + 0,195 tangible + 0,093 reliability + 0,077 responsiveness + 0,508 emphaty + 0,340 assurance. In the F test (Anova) obtained Fcount of 31,426> Ftabel value which means that independent variable together effect to student's satisfaction. While in t test, the variable that has significant effect on student satisfaction is assurance variable with t count 2,953> from ttable value 2.015 and significance value equal to 0.005. Keywords: service, service quality.

scholarly journals Emotional Self-Regulation as a Predictor of Self-Esteem and Academic Self-Efficacy of Children With Visual Impairment

2019 ◽  
Vol 11 (8) ◽  
pp. 29
Author(s):  
Liziana N. Onuigbo ◽  
Joy I. Anyanwu ◽  
Ebere D. Adimora ◽  
Immaculata N. Akaneme ◽  
Theresa O. Oforka ◽  
...  
Keyword(s):  
Public Schools ◽  
Visual Impairment ◽  
Self Efficacy ◽  
Emotional Regulation ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Self Esteem ◽  
Educational Background ◽  
Predictive Capacity ◽  
Academic Self Efficacy

BACKGROUND/OBJECTIVE: Research on the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment is limited. The present study investigated the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment in South-east Nigeria. METHOD: A predictive correlational research design was adopted for the study. The participants were 186 students with visual impairment in public schools in the study area. The data was obtained using the Emotional Regulation Questionnaire (ERQ), Rosenberg Self-Esteem Scale (RSES), and Academic Self-Efficacy Scale (ASES). We applied multiple stepwise linear regression analysis for data analysis. RESULTS: Results show that ERQ reappraisal and ERQ suppression are independent predictors of RSES. The ESRQ combined scores significantly predicted RSES. The standardized coefficient for the predictive capacity of the ERQ on RSES was -.464 (p=.000). The ERQ total score in collaboration with gender also predicted RSES. The ERQ reappraisal alone was a significant predictor of ASES, but ERQ suppression alone was not. The ERQ combined score did not significantly predict ASES. The standardized coefficient for the predictive capacity of the ERQ total score on ASES was -.108 (p=.164). The ERQ total score together with age significantly predicted ASES. But ERQ total score with parent&rsquo;s educational background did not significantly predict ASES. CONCLUSION: Emotional self-regulation reappraisal and Emotional Self-regulation suppression as independent predictors consequently interact to lower the self-esteem and self-efficacy of children with visual impairment. It is pertinent to focus on and teach emotional self-regulation of students with visual impairment so as to boost their self-esteem and academic self-efficacy. This will help to reduce low self-esteem among the students with visual impairment and will also help to eliminate the negative emotional thoughts concomitant with disability.

A qualitative study to improve the student learning experience

2017 ◽  
Vol 25 (4) ◽  
pp. 462-474 ◽  
Author(s):  
Raid A. Jastania ◽  
Gehan F. Balata ◽  
Mohamed I.S. Abd El-Hady ◽  
Ahmad Gouda ◽  
Mohamad Abd El-Wahab ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Learning Experience ◽  
Educational Institution ◽  
Content Type ◽  
Pareto Analysis ◽  
Factors Affecting ◽  
Net Promoter Score ◽  
Net Promoter ◽  
Additional Value ◽  
Students Satisfaction

Purpose For any educational institution, student satisfaction is an important goal. Thus, the purpose of the study is to use a structured improvement process, define–measure–analyse–improve–control (DMAIC) methodology, to improve students’ satisfaction regarding their learning experience at the College of Pharmacy/Umm Al-Qura University. Design/methodology/approach The study first defines the problem and develops the project charter. Then the study visualizes the students’ learning experience process that is defined using a flow chart and a value stream map. Students’ voices were captured through a modified version of a survey developed by Levitz (2015-2016) that covered different aspects of the students’ learning experience. Next, Pareto analysis and cause-and-effect diagrams were used to identify the few vital factors affecting students’ satisfaction. The net promoter score was chosen as a primary metric to measure students’ satisfaction regarding their learning experience. Findings The analysis results revealed that there were eight areas of dissatisfaction: poor catering services, improper physical environment, students’ feedback being overlooked, inappropriate measures for course delivery, absence of appropriate advice about future career, inefficient field experience and finally and poor academic support. Based on these results, an improvement plan was prepared and the first stage of the plan was implemented. The success of the plan was investigated by measuring the net promoter score which was increased by about 11.9 per cent after implementation of the first stage of the plan. Originality/value The study emphasizes that the DMAIC methodology can be applied successfully to improve students’ learning experience and to discover additional value for students.

scholarly journals Psychological predictors of National Student Survey course satisfaction

2020 ◽  
Vol 8 (2) ◽  
pp. 7-15
Author(s):  
David Peter Bowles
Keyword(s):  
Student Satisfaction ◽  
Self Efficacy ◽  
Psychological Factors ◽  
Personal Development ◽  
Academic Staff ◽  
Teaching Quality ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Course Satisfaction ◽  
Student Survey

Course satisfaction has been linked independently to University provision quality, student self-efficacy and basic psychological need fulfilment. In the current paper we seek to unite those disparate areas with a view to understanding how University factors interact with psychological factors in the determining of student satisfaction, as measured by the National Student Survey (NSS). Study one was focused on data from the NSS itself (N = 1321), in which it was demonstrated that variance in overall course satisfaction is mostly driven by satisfaction with teaching quality and the students' personal development. Study two (N=250) was focused on the psychological factors that relate to students’ personal development that might influence course satisfaction. This questionnaire-based study indicated that self-efficacy, skill confidence and the three basic psychological needs of autonomy, competence and relatedness were associated with course satisfaction. However, those variables shared much variance and only the fulfilment of the need to feel competent uniquely predicted levels of course satisfaction. We conclude that efforts to maximise student satisfaction should focus on enabling academic staff to excel as inspirational tutors, tutors who foster competence and confidence in their students' academic journey.

scholarly journals The role of self-regulation and perceived self-efficacy in adaptation to home-office work during the pandemic

2021 ◽  
Keyword(s):  
Self Efficacy ◽  
Learning Experience ◽  
Self Regulation ◽  
Office Work ◽  
Home Office ◽  
Self Reflection ◽  
Mixed Methods Case Study ◽  
Working From Home ◽  
High Level

Abstract As a consequence of the unprecedented labor market circumstances that the prolonged Covid-19 pandemic brought about, organizations have faced challenges never seen before. One such challenge was the sudden ubiquity of working from home, which resulted in an intensive learning experience for employees and employers alike. While there is an increasing body of research on working from home in general, the perceived effectiveness of this mode of working is still under-researched. This niche provided the inspiration for us to investigate what factors might influence employees' self-efficacy in working from home arrangements. We conducted a mixed-methods case study by collecting both qualitative and quantitative data from 24 employees of a division of the Hungarian subsidiary of a chemical and consumer goods multinational. The purpose of our investigation was to gain a deeper understanding of perceived self-efficacy and self-regulation during the learning processes that the participants experienced under the new circumstances. Results suggest that the perceived high level of work-efficiency among the employees of the examined division was based on the firmly controlled work-division, trusting managers, as well as supportive and clear communication, which created space for autonomy in the adaptation process. The findings also revealed that self-reflection acted as a predictor of perceived work self-efficacy.

scholarly journals Examining Students’ Confidence to Learn Online, Self-Regulation Skills and Perceptions of Satisfaction and Usefulness of Online Classes

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Brittany Landrum
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Time Management ◽  
Self Efficacy ◽  
Learning Experience ◽  
Self Regulation ◽  
Past Research ◽  
Perceived Usefulness ◽  
Online Classes ◽  
Online Class

As online class offerings continue to proliferate and more students take at least one online class in college, more research is needed to explore factors that impact students’ perceptions of their online classes. Past research has found a positive relationship between students’ computer self-efficacy and their satisfaction with online learning, but little research has explored how learning management system and online learning self-efficacy relate to perceptions of satisfaction and perceived usefulness of online classes. In addition to confidence, students must also implement and apply their learning skills in an online environment; thus self-regulation and time management as well as past online learning experience are additional factors that have been shown to be related to satisfaction with and usefulness of online learning. This study explores how students’ confidence regarding their ability to use online learning platforms, utilize self-regulation strategies, and their confidence in their ability to learn in online classes predict both their satisfaction with and perceived usefulness of online classes. Multiple regression analyses revealed that students’ confidence to learn online was the strongest positive predictor of satisfaction and usefulness of online classes. The results indicate that exploring students’ purpose and reasons for taking online classes, beyond a students’ skill set and learning strategies, are fruitful directions to pursue when assessing evaluations of online classes. 

scholarly journals Exploring the Effects of Self-efficacy on Vocabulary Learning strategies

2012 ◽  
pp. 423-437 ◽  
Author(s):  
Atsushi Mizumoto
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Language Learning Strategies ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Vocabulary Learning Strategies ◽  
Low Efficiency

This study examined the effects of self-efficacy on language learning strategies by focusing on vocabulary learning strategies (VLSs). A group of 281 EFL learners from two universities participated in the study. They completed the Vocabulary Size Test (Nation & Beglar, 2007), questionnaires on self-efficacy, and an open-ended question about their use of VLSs. The learners were divided into three groups based on their responses to the self-efficacy questionnaire. The effect of self-efficacy was then examined by utilizing text mining. The results show that the effects of self-efficacy were observed in the participants’ open-ended responses. It also became clear that those with high self-efficacy were active users of VLSs, they employed deep strategies, and they were metacognitively superior to participants with medium and low efficiency. Those with medium self-efficacy were also active users of VLSs, but they used shallow strategies compared with the high self-efficiency group. Those with low self-efficacy tended to be passive users of VLSs. The pedagogical implications of the current study are discussed mainly in terms of incorporating self-efficacy and self-regulation enhancing instructions into vocabulary teaching.

scholarly journals Effects of Intervention on Self-Regulated Learning for Second Language Learners

2017 ◽  
Vol 40 (3) ◽  
Author(s):  
Yu Lu ◽  
Wen-Juo Lo ◽  
Felicia Lincoln
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Goal Setting ◽  
Self Efficacy ◽  
Second Language Learners ◽  
Self Regulation ◽  
Environment Management ◽  
Self Regulated Learning

AbstractThe study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in China were randomly assigned to either the treatment or the control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory processes: goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The evaluation of the effectiveness of the intervention included multiple outcome variables, which were grouped into three categories: students’ motivational beliefs, students’ strategy use, and students’ academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and second language proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of second language learning.

scholarly journals The effect of simulation-based education on student self-efficacy in the physiotherapy assessment and management of paediatric patients: An observational study

2019 ◽  
Author(s):  
Judith Hough ◽  
Daniel Levan ◽  
Michael Steele ◽  
Kristine Kelly ◽  
Megan Dalton
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Self Efficacy ◽  
Clinical Decision Making ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Learning Experience ◽  
Future Research ◽  
Clinical Placements ◽  
Simulation Based

Abstract The Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an additional educational strategy, and despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy. Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session. For the 164 participants included in this study, self-efficacy survey response rate varied from 77-96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p<0.001). A total of 139 (85%) responded to the reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme. Conclusion: SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric clients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether SBE improves student performance and how SBE compares to standard educational methods.

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