Students Satisfaction
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2022 ◽  
Vol 2022 ◽  
pp. 1-8
Hemaid Alsulami

The present study aims to examine the relationship of instructors’ emotional intelligence (EI) with the satisfaction index of their corresponding students. For this purpose, data were collected from 650 full-time students and 6 male instructors from a major Middle Eastern University. Emotional intelligence of the instructors was measured with the help of average of students’ responses with the weightage of each assessing parameter, i.e., self-awareness, self-management, social awareness, and relationship management which also reflected the students’ satisfaction index (SSI). Moreover, authenticity of the data was confirmed with the help of Cronbach’s alpha, and the analysis of data was carried out using descriptive statistics, correlation, and box plots. The students’ satisfaction index is calculated by correlating various parameters such as comfort, skill, learning, and motivation in order to identify the most critical parameter. For identifying the most critical parameter, box plots are used. Final results reveal a strong correlation of instructor’s EI with student satisfaction index (r = 0.951, p < 0.005 , F >> Fcritical). Findings of the study can be beneficial to highlight the importance of students’ satisfaction index (SSI) which is correlated with instructor’s EI.

2022 ◽  
Vol 10 (2) ◽  
Maasoumeh Mohtaram

Background: Universities’ sudden exposure to the COVID-19 pandemic and the need to maintain social distancing have prompted universities to reconsider their traditional roles in the teaching-learning process and to create a new organizational structure for this process. The result of this reorganization is the development of a new teaching system framework known as e-learning. Although this type of education could lay the foundation for all learners to enhance the quality of education, expand learning opportunities, and receive education conveniently and quickly, students’ satisfaction or dissatisfaction plays a key role in the current competitive and turbulent environment. Objectives: The present study aimed to investigate the satisfaction of medical students with the quality of e-learning during the COVID-19 pandemic. Methods: The sample population of this study included the students of Shiraz University of Medical Sciences in Shiraz, Iran. Via convenience sampling, 240 medical students were selected. Data were collected using a researcher-made questionnaire to assess the students' satisfaction with the quality of e-learning during the COVID-19 pandemic. The questionnaire was distributed and collected after confirming its validity and reliability. Results: The mean satisfaction of the medical students with e-learning was moderate. The highest mean satisfaction of the students’ with the desirability of the e-learning process during the COVID-19 pandemic was observed in the dimension of satisfaction with the quality of educational facilities and equipment, followed by the dimensions of the quality of professors and teaching time, quality of professors’ lesson plan, quality of the educational atmosphere and assessment of academic achievement, and the quality of professors' teaching methods. Conclusions: Although the students’ satisfaction with the quality of e-learning during the COVID-19 pandemic was not very high, their moderate satisfaction and prioritizing their satisfaction based on the quality of classrooms and equipment, as well as the quality of professors and teaching time, indicated that universities should provide the required facilities to improve the quality of e-learning and take appropriate measures to enable professors to implement virtual classrooms and e-learning properly.

2022 ◽  
Vol 7 (1) ◽  
pp. 71-82
Kamran Mir ◽  
Muhammad Zafar Iqbal ◽  
Jahan Ara Shams

Open universities play an important role in delivering distant learning education to the general public. MOODLE is an open-source programme that enables and maintains the success of open universities. One of the main concerns of teachers when using internet content is the students' interest, particularly when using recorded videos because synchronous interactive instruction is not possible for big groups of students online. In an e-learning system, interactive videos are crucial because they allow learners to interact with learning content while watching the video. The H5P module of MOODLE Learning Management System (LMS), was used to generate an interactive film in this empirical study. The focus of the study was to investigate students’ satisfaction about interactive video content on MOODLE in online learning. It was assessed by using the Delone and Mclean Information Systems Success Model. H5P interactive video content was developed and implemented on MOODLE and satisfaction of students was measured. The findings revealed that the value of video for learning effectiveness is depending on the level of interactivity. Students in the e-learning class with interactive video had much higher levels of satisfaction than students in other settings.

2022 ◽  
Vol 11 (1) ◽  
pp. 1-18
Prof. Dr. Ra’ed Masa’deh ◽  
Maram Omar Alsmadi ◽  
Ahed Mostafa Ameen Alsmadi ◽  
Ala'a Ziad Zayyad ◽  

This study aimed to measure the impact of several antecedent factors on student’s satisfaction (i.e., academic aspects, non-academic aspects, program issues, reputation, access, quality of university facility, university location and social network services) and the mediator factor of students’ satisfactions' impact on student’s loyalty on the university of Jordan-Aqaba Brunch. Measurement tool was developed to examine the relationship between the study variables. The sample of 379 was used from the university of Jordan-Aqaba brunch students. Results indicated that academic aspects, non-academic aspects, reputation, university location and social network services impacted students' satisfaction directly. In the other hand, program issues, access and quality of university facility did not impact students' satisfaction. However, there was a positive impact of students' satisfaction on students' loyalty.

2022 ◽  
pp. 49-69
Luis Miguel Dos Santos

This study aims to understand the satisfaction and experience of programme-seeking students in a community college in the United States. In order to improve the satisfaction, experience, and teaching and learning procedures of distance learning courses and programmes, it is important to understand the students' feedback and ideas. Based on the case study methodology, the researcher collected data from 1,857 inductive surveys and 11 focus group activities. This research allowed the researcher to gain knowledge and understanding about students' satisfaction, experience, and potential enrolment in degree programmes during and after the COVID-19 pandemic. More importantly, the results provide recommendations to school leaders, instructors, government leaders, and policymakers about current and future college and university development regarding changes in teaching and learning behaviours.

This paper reported how students used the virtual streaming technology and consider their satisfaction and preferences related to video conferencing during COVID-19 lockdown. A case study was selected for an exploratory mixed methods design to explore students’ (n=89) lived experiences of the video conferencing facility during the COVID-19 lockdown. This study has found that students preferred both Teams and Zoom as virtual streaming facilities during COVID-19 lockdown. Students were satisfied with virtual streaming platforms as a teaching and learning supportive tool that facilitated their shift to online learning. Moreover, this study reported that using a web-based videoconferencing platform as a virtual streaming tool supports students in learning from home in critical times such as this pandemic. Further research is needed to determine students and lecturers’ digital literacy competencies using video conferencing for successful online learning post the COVID-19 lockdown.

2021 ◽  
Vol 11 (3) ◽  
pp. 437-443
hülya tuna

The aim of this study was to examine the relationship between physiotherapy and rehabilitation students’ self-esteem and their demographic characteristics, events participation, and satisfaction. In this cross-sectional study, 421 students (68.2% female, 31.6% male) who were accessible and volunteer among 673 students studying in different classes of Dokuz Eylül University School of Physical Therapy and Rehabilitation were included. The demographic characteristics of the students were written. Their participation in social and scientific events, and student clubs was determined. Students’ satisfaction in terms of academic success, choice of profession, education and studying in the department were asked. The self-esteem of the students was determined with the Coopersmith Self-Esteem Scale-Short Form. Students were aged between 18 and 32 years old (median = 20 years, interquartile range 19/21). 86.5% of students had high self-esteem. There was no difference in terms of self-esteem between the groups according to gender (p=0.361) and classes (p=0.655). It was seen that there was a positive significant weak correlation between the economic status reported by the students and their self-esteem (Kendall’s tau-b r = 0.080, p=0.044). Social events (Kendall’s tau-b r=0.132, p=0.001), scientific events (Kendall’s tau-b r=0.132, p=0.019) and student club participation (Kendall’s tau-b r=0.136, p=0.001) were found to have a statistically significant positive weak correlation with self-esteem. The students who were satisfied with their education (p=0.001), academic success (p=0.000), career choice (p=0.001), and studying in School of Physical Therapy and Rehabilitation (p=0.000) were found to have significantly higher self-esteem than the students who weren’t satisfied. In this study, it was concluded that choosing the profession that students would be satisfied with, keeping students’ satisfaction high, and organizing the ideal variety of activities and club activities that they can participate in may be important for the development of self-esteem.

2021 ◽  
Vol 2 (3) ◽  
pp. 61-72
Sunipa Ghosh Dastidar

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.

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