scholarly journals The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic

2021 ◽  
Vol 2 (3) ◽  
pp. 61-72
Author(s):  
Sunipa Ghosh Dastidar
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Student Interaction ◽  
Online Learning Environments ◽  
Student Autonomy ◽  
Instructor Support ◽  
The Impact ◽  
Students Satisfaction

In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.

An Ecological Model of Student Interaction in Online Learning Environments

2020 ◽  
pp. 387-415
Author(s):  
Genevieve Marie Johnson ◽  
Audrey Cooke
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Ecological Model ◽  
Ecological Theory ◽  
Ecological Systems ◽  
Student Interaction ◽  
Online Learning Environments ◽  
University Culture ◽  
Environmental Systems

Ecological theory conceptualized the student as surrounded by a series of environmental systems and the processes of learning as interaction between the student (i.e., bioecology) and the systems (i.e., microsystem, exosystem and macrosystem). This chapter synthesizes the literature and proposes an ecological model of student interaction in online learning environments. Specifically, learner-learner, learner-instructor and learner-content interactions occur in the microsystem and are mediated by the interface subsystem. Student microsystemic interactions influence and are influenced by the instructional design exosystem. The macrosystem reflects the indirect influence of university culture on all aspects of the microsystem, exosystem and interface subsystem. The chronosystem captures the effect of time on the student and on all ecological systems (e.g., students mature and university culture evolves)

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

2016 ◽  
pp. 426-447
Author(s):  
Kathryn Woods
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Online Learning Environments ◽  
The Impact

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

Examining Social Presence Influence on Students' Satisfaction with Online Learning Environments

2016 ◽  
pp. 1378-1404
Author(s):  
Fadi Khalil Dajani
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Social Presence ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Essential Element ◽  
Online Learning Environments ◽  
Course Outcomes ◽  
Students Satisfaction

Online education has become an essential element of higher education and continues to grow with a potential to facilitate learning. Evidence indicates that many students become frustrated after their initial online experience and fail to pursue additional online courses. Little is known about the reasons why this phenomenon exists. The purpose of this chapter is to examine students' satisfaction with online learning environments guided by the Social Cognitive Theory (SCT) conceptual framework and to determine students' perceptions of social presence in the online environment. The selection of the student population from this program are due to the need to improve on the U-rate. The U-rate is the unsatisfactory rate of a course due to few factors. Such factors are low Course Level Assessment (CLA), course difficulty, content presented in the course is not clear, or students struggling with course outcomes.

Examining Social Presence Influence on Students' Satisfaction with Online Learning Environments

2015 ◽  
pp. 211-236
Author(s):  
Fadi Khalil Dajani
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Social Presence ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Essential Element ◽  
Online Learning Environments ◽  
Course Outcomes ◽  
Students Satisfaction

Online education has become an essential element of higher education and continues to grow with a potential to facilitate learning. Evidence indicates that many students become frustrated after their initial online experience and fail to pursue additional online courses. Little is known about the reasons why this phenomenon exists. The purpose of this chapter is to examine students' satisfaction with online learning environments guided by the Social Cognitive Theory (SCT) conceptual framework and to determine students' perceptions of social presence in the online environment. The selection of the student population from this program are due to the need to improve on the U-rate. The U-rate is the unsatisfactory rate of a course due to few factors. Such factors are low Course Level Assessment (CLA), course difficulty, content presented in the course is not clear, or students struggling with course outcomes.

The Value of Social Presence in Developing Student Satisfaction and Learning Outcomes in Online Environments

2015 ◽  
pp. 120-132
Author(s):  
Michael Marmon
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Social Presence ◽  
Geographic Distance ◽  
Transactional Distance ◽  
Online Learning Environments ◽  
Transactional Distance Theory ◽  
History Of

As humanity continues into the twenty-first century, online or distance education is emerging as a viable alternative to the learning that is occurring in traditional university-level learning environments. While there is little difference in the quality of learning and information being presented between these two methods, there are distinct differences in the interactions occurring between students and instructors. Specifically, the presence of physical geographic distance creates a feeling of isolation in the minds of the students participating in these online learning environments. This chapter examines the concept of isolation through the lens of Moore's Transactional Distance Theory, which offers an explanation for why such attitudes permeate in this method of instructing students. Moreover, by discussing the history of the medium and the importance of Moore's Transactional Distance Theory, it is possible determine the best practices and procedures for creating a feeling of social presence in online learning environments.

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