Abstract
While online learning has always faced criticism regarding social issues such as the lack of engagement, interaction, and communication, the COVID-19 social distancing has increased the public’s concern and criticism. Therefore, the purpose of this research was to investigate and model the social factors affecting students’ satisfaction with online learning. The proposed research model was constructed based on the extensive review of relevant literature to determine the critical social factors examined and validated in this research. The data were collected from a total of 258 students using a quantitative method approach. A structural equation modeling technique was utilized in analyzing the obtained data. The findings of the study reveal that all proposed social factors namely social presence, social interaction, social space, social identity, social influence, and social support were found to significantly affect the students’ satisfaction with online learning. The examined factors account for about 56% of the total variance in students’ satisfaction. Several suggestions and recommendations are provided in line with study limitations.
Highlights
Online learning has risen in popularity in recent years, as technology has been incorporated into all levels of education and training
Of questionnaire: one section focused on demographic items, and the other focused on the social factors being investigated—namely social presence (SP), social interaction (SI), social space (SS), social identity (SID), social influence (SIN), social support (SSP), and student satisfaction (SAT)
Discussion e main aim of this study is to investigate and model the social factors affecting students’ satisfaction with online learning. e results of study reveal that social interaction is the factor that contributes most significantly to students’ satisfaction. e findings related to the effects of social interaction are consistent with the findings of previous studies [3, 5, 22, 52, 55, 56, 58]. e result of this study shows that social presence is significantly related to students’ satisfaction with online learning
Summary
Online learning has risen in popularity in recent years, as technology has been incorporated into all levels of education and training. Students may feel cut off from their instructors and other students on a social level To solve this problem and improve students’ educational experiences, virtual learning platforms and learning management systems (LMS) should include rich materials that promote adaptive social engagement with instructors and other students. Education Research International social elements such as interactivity, engagement, and support, which considered significant keys in influencing students’ satisfaction [15, 16]. In both face-toface and virtual learning, social elements play a key role in assuring student retention and satisfaction [17]. There is limited research regarding the effects of social factors on students’ satisfaction with online learning during the COVID-19 pandemic [18]. There is limited research regarding the effects of social factors on students’ satisfaction with online learning during the COVID-19 pandemic [18]. erefore, the objective of this study was to contribute to the limited existing body of literature by investigating and modeling the social factors affecting students’ satisfaction with online learning
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