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.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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.

scholarly journals Online learning experience of the master of TESOL students during Covid-19 closures

2020 ◽  
Vol 10 (2) ◽  
pp. 3-10
Author(s):  
Le Thi Thanh Thu
Keyword(s):  
Online Learning ◽  
Key Words ◽  
Online Survey ◽  
Online Courses ◽  
Learning Experience ◽  
Ho Chi Minh City ◽  
Positive Experience ◽  
Internet Connectivity ◽  
Online Study ◽  
The University

This study investigates the online learning experience of the Master of TESOL students studying at Ho Chi Minh City Open University. The online survey was sent to students of both the local and join Master programs who took online courses during the university closures because of Covid-19. The findings showed that the students had positive experience with their online learning. They indicated that they were ready for studying online in the future though they had challenges such as improper attention in online study; poor internet connectivity, unfavorable conditions to study at home and lack of training for online study. Key words: online learning experience, Covid-19 closures, university, postgraduate

scholarly journals An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Joohi Lee
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Student Satisfaction ◽  
Survey Study ◽  
Exploratory Research ◽  
Satisfaction Level ◽  
Master's Students ◽  
Course Structure ◽  
Constructive Feedback ◽  
Design Factors

<p class="Default">This exploratory research project investigated graduate students’ satisfaction levels with online learning associated with human (professor/instructor and instructional associate) and design factors (course structure and technical aspects) using a survey study. A total of 81 graduate students (master’s students who majored in math and science education) enrolled in an online math methods course (Conceptual Geometry) participated in this study. According to the results of this study, student satisfaction level is closely associated with clear guidelines on assignment, rubrics, and constructive feedback. In addition, student satisfaction level is related to professor’s (or course instructor’s) knowledge of materials.</p>

scholarly journals Instrumen Kepuasan Mahasiswa Universitas Swasta Dengan Menggunakan Pemodelan Rasch

2019 ◽  
Vol 6 (2) ◽  
pp. 169-178
Author(s):  
Rais Hidayat ◽  
Eka Suhardi ◽  
Yuyun Elizabeth Patras
Keyword(s):  
Student Satisfaction ◽  
Rasch Model ◽  
Alternative Model ◽  
Private Universities ◽  
Private University ◽  
Literature Reviews ◽  
Research Findings ◽  
The University ◽  
The Rasch Model ◽  
Expert Validation

Student satisfaction at a university could predict the continuity of the university. Therefore understanding and improving student satisfaction needs to be done. This study provides an alternative model of student satisfaction instruments at private universities. The research methodology consists of a series of literature reviews, interviews, expert validation and testing the validity of the instrument using the Rasch model. The respondents of this study were 543 students from 6 faculties in a private university. Research findings include: (1) student satisfaction instrument models; (2) items that are difficult to approve; and (3) items perceived differently based on respondents' demographics. This research has implications for the management of private universities to improve some domains of student satisfaction.

scholarly journals Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka

2021 ◽  
Vol 13 (21) ◽  
pp. 11749
Author(s):  
Sujeewa Hettiarachchi ◽  
BWR Damayanthi ◽  
Shirantha Heenkenda ◽  
DMSLB Dissanayake ◽  
Manjula Ranagalage ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Structural Equation ◽  
Learning Experience ◽  
Equation Modeling ◽  
Sri Lankan ◽  
Learner Motivation ◽  
Self Regulated Learning ◽  
E Learning ◽  
Students Satisfaction

This quantitative study investigated the determinants of students’ satisfaction with their online learning experience at Sri Lankan universities during the COVID-19 pandemic. The data was collected from 1376 undergraduates enrolled in various courses in humanities and social sciences at three state-owned universities in the country. The results of the Structural Equation Modeling (SEM) revealed that the independent variables of the model, namely perceived learner motivation, perceived challenges of e-learning, and interaction significantly affected students’ satisfaction with their new online learning experience. Out of the three variables, learner motivation exerted the strongest effect on students’ satisfaction, implying the crucial role self-regulated learning—characterized by motivation—plays in online learning environments. The study has several implications for both creating and ensuring the long-term sustainability of productive and student-friendly online learning spaces in higher education.

scholarly journals EFL students’ perceptions of blended learning in English language course: learning experience and engagement

2021 ◽  
Vol 11 (1) ◽  
pp. 152-174
Author(s):  
Nurmala Elmin Simbolon
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
English Language ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
The Internet ◽  
Learning Tools ◽  
Internet Connection ◽  
Research Findings ◽  
Efl Students

The importance of blended learning has been emphasised during the current restriction caused by the coronavirus diseases 2019 (COVID-19). But there is a scarcity of studies on students’ learning experience in blended learning, particularly using WhatsApp as one of the learning tools. A combination of classroom meetings and online learning is implemented in a vocational university in Indonesia. The research reported in this article aims to examine students’ perceptions of their learning experience in a blended method of learning incorporating social media WhatsApp and Google Classroom application as learning instruments. The dataset includes a questionnaire consisting of a four-point Likert scale and open-ended questions, a recording of WhatsApp chat history, and students' work in Google Classroom. Data analysis uses a multi-methods approach. Descriptive analysis is used for the closed-ended questions using the Excel program and content analysis for the open-ended questions. Results show that students positively perceive their learning experience in blended learning. Students also articulate their concerns of the internet connection and instruction clarity on the online learning materials. This paper highlights some implications of the research findings including the lecturer's need for professional development that may enable them to help students succeed in blended learning. 

scholarly journals Pharmacy Students Perceptions of Their Distance Online Learning Experience During the COVID-19 Pandemic: A Cross-Sectional Survey Study

2020 ◽  
Vol 7 ◽  
pp. 238212052096303 ◽  
Author(s):  
Mohammad S Shawaqfeh ◽  
Abdulkareem M Al Bekairy ◽  
Ahmad Al-Azayzih ◽  
Abdulmalik A Alkatheri ◽  
Amjad M Qandil ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Statistical Significance ◽  
Strong Association ◽  
Survey Study ◽  
P Value ◽  
Attitude Score ◽  
Cross Sectional Survey ◽  
Cross Sectional

Introduction: The COVID-19 pandemic imposed dramatic changes on educational practices worldwide. Many universities and schools have moved into the delivery of their courses and educational programs utilizing fully electronic online modes. This study aims to evaluate the pharmacy student distance online learning experience during the COVID-19 pandemic. Methods: A cross-sectional survey was utilized where a 3-domain survey questionnaire focused on preparedness, attitude and barriers was distributed to students at the time of conclusion of the semester. Each domain consists of multiple questions that made up a score that reflects their preparedness, attitude as well as barriers relevant to distance online learning experience. The survey was voluntarily, and all data were collected and recorded via google forms with maintaining anonymity. Results: The response rate was about 75% (n = 309). The results’ analysis revealed no gender differences in any of these domains. However, there were some variable responses among different educational levels. The average preparedness score was 32.8 ± 7.2 (Max 45), the average attitude score was 66.8 ± 16.6 (Max 105), and the average barrier score was 43.6 ± 12.0 (Max 75). There was statistical significance difference in both preparedness score and attitude scores between different professional years ( P-value <.05). However, there was no difference in barrier scores among all professional years. The results indicated that about 61.4% of the students agreed on that college of pharmacy was well-prepared and ready for the online education during the emerging COVID-19 pandemic with complete transition into online education. The results also indicated that 49.2% of the students showed positive attitude toward the provided online learning. The results indicated that about 34% of the students identify some barriers toward the provided online learning. Finally, there were strong association between the need for training on how to receive online courses and preparedness and barriers scores. Discussion and conclusion: E-learning experience pose challenges and presents opportunities during emergency situations. The need for training for students and faculty was highly associated with the preparedness and barriers domains rather than the infrastructure or computer literacy, so the school can improve their experience by addressing these needs.

scholarly journals The Smart Education Paradigm: Expected Outcomes and Real-Life Student Experience

Discourse ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 94-107
Author(s):  
E. V. Strogetskaya ◽  
I. B. Betiger
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Satisfaction ◽  
Social Representations ◽  
Learning Experience ◽  
Real Life ◽  
Sociological Study ◽  
Smart Education ◽  
Educational Paradigm ◽  
Sociology Of Higher Education

Introduction. The article examines the transition of higher education to the paradigm of smart education. The article presents the results of a sociological study, the purpose of which was to compare the real experience of online learning of students with the expected results from the implementation of the principles of the new digital educational paradigm.Methodology and sources. The principles of the economics of higher education, the institutional tradition of the sociology of higher education, and the theory of social representations were used as a methodological framework for the study.Results and discussion. The results of monitoring the satisfaction and self-assessment of the online learning experience of students of one of the leading technical universities in Russia are presented. The authors of the article revealed the interest and generally positive attitude of students, regardless of whether or not they have an appropriate educational experience in online learning. At the same time, the question remains whether at the present stage of digitalization of higher education its transition to the principles of the smart paradigm is being carried out.Conclusion. First, there is still no sufficient data on a significant increase in the effectiveness of educational activities. It is possible to record only an increase in student satisfaction with their academic performance. Secondly, there is a problem of self-organization of the system. Finally, the degree of readiness of students who have completed online training for independent production of knowledge and solving non-standard problems is not clear. Rather, on the contrary, the more difficult the mastered professional discipline becomes, the more students need the help of a teacher.

An Empirical Analysis Of Student Satisfaction Influential Factors In Online Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Alina Payne ◽  
Reza G. Hamzaee
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Course Evaluation ◽  
Instructional Effectiveness ◽  
Influential Factors ◽  
Online Course ◽  
Course Effectiveness

There exists the need to better understand the effectiveness of online education.  In recent years, academic institutions (of higher education) have increased the number of online courses offered to students.  The purpose of this study is to identify the factors that are most influential in determining student satisfaction of overall course effectiveness and overall instructor effectiveness in online higher education.  The main research question is: What factors influence student satisfaction of overall course effectiveness and instructional effectiveness?  Through an application of step-wise regression procedure, hypotheses will be tested to determine any influential factors for students’ satisfaction with course and instructional effectiveness. The data source will be online course evaluation results at colleges in the state of Connecticut.  The results of the study will allow higher education administrators and instructors to make more effective decisions regarding online students, online course offerings, the distribution of funds within online education. Furthermore, the results will allow instructors to more effectively manage online courses, and allow students to increase personal effectiveness with respect to the online learning process.

Sign in / Sign up

Export Citation Format

Share Document