Abstract
This article presents results of a study on the level of satisfaction of graduate and undergraduate students, instructors and higher education quality assurance experts with respect to online learning in the field of social sciences at Egyptian universities. A random sample of 577 students, 101 instructors and 6 quality experts participated in the survey. Results convey considerable variations between students affiliated to state universities, a 50% level of dissatisfaction on online learning compared to a 35% level of dissatisfaction to their counterparts at private universities, a one of the key indicators for the success of institutions to in shift from conventional to online learning approach. The study presents skepticism concerning conformance of fully online learning approach with academic quality assurance requirements and intended learning outcomes. Recommended policies aim for improvements in challenges related to environmental and technological variables such as the poor internet infrastructure and simultaneously the lack of training and application in Internet usage. Policies are pushing forward with drivers of satisfaction in distance learning instructional design, capacity building, integrative international academic quality measures to develop on-line learning practices in higher education in Egypt ensuring a boost stakeholders’ satisfaction.
Highlights
According to global indicators, more than 60% of the world's population use the internet and 53% use social media networks, while around 67% use cell phones; in addition to 2.5 billion using Facebook and 6 billion using zoom meetings, snapshots and other applications [1]
Since covid-19 pandemic, distance learning has taken the world by storm and, in response, has become a global trend in higher education
In spite of the fact that, prior COVID-19, there has been already a massive growth in education technology, with global education technology investments reaching US$ 18.66 billion in 2019, and 2025 projections indicate that the overall market for online education is expected to reach US$ 350 billion; including virtual tutoring, video conferencing platforms, language applications, or online learning software [2].Most renowned international universities have started to develop online programs and curricula attenuating the need for physical space which has been replaced by digital platforms reducing investment costs in education on one hand, while providing more free time for students on the other [3]
Summary
More than 60% of the world's population use the internet and 53% use social media networks, while around 67% use cell phones; in addition to 2.5 billion using Facebook and 6 billion using zoom meetings, snapshots and other applications [1]. Since Covid-19 crisis has hit the globe, university students in Egypt have been taught either fully or partially/hybrid online courses in response to government policies. This dramatic sudden shift from face–to–face to distance learning has stimulated a dire need to assess the process of shifting to online education. In this context, the study investigates the level of satisfaction or dissatisfaction of major stakeholders, including, students, instructors, and quality assurance experts with respect to a number of critical success factors: convenience, interaction, quality and structure of on-line materials, etc. Analysis of results might contribute to improvements in distance learning instructional design and develop on-line learning practices which in turn could influence student retention and improve learning outcomes
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