Abstract
This study of the COVID-19 online learning experiences of students in a Singaporean higher education institution (HEI) assesses the students’ ‘fit’ (ie, their satisfaction) with online learning, as gauged through the Information Technology (IT) models of Task-Technology Fit (TTF) and Unified Theory of Acceptance and Use of Technology (UTAUT). While current studies have found that curriculum, instructor and learner factors have impacted on students and online learning during COVID-19, it has been observed that there is insufficient understanding of factors that predict students’ online learning satisfaction [24]. This study thus contributes where there are few, if any studies that assess students’ online learning satisfaction through technological models. Furthermore, the study’s finding are that the students’ perception of, general attitude to, and intention to use the online learning shaped their satisfaction, thus pointing to the value of such technological models in understanding student learning at a deeper level. Students’ experiential comments from the study also form recommendations for effective online teaching practice which apply to Singapore, and broadly for higher education (HE) online learning design. Significantly, the information technology (IT) models are shown as valuable in assessing HE students’ online learning satisfaction.
Highlights
With the consequences globally of COVID-19 in 2019 ranging from travel restrictions to school and campus shutdowns, estimations are that educational lockdown has impacted around 1.8 billion students [57]
In assessing students' online learning experiences during COVID-19 in a Singaporean HEI, this paper shows the capacity of models such as Task-Technology Fit (TTF) and UTAUT to gain a broad understanding of students' online learning experiences
While online learning has been the key globally in continuing higher education (HE) teaching and learning (TL) during COVID-19, little is known of students’ perceptions and satisfaction with their online learning during this period. Such data is the basis for online learning improvement to motivate students to maximize their use of technology
Summary
With the consequences globally of COVID-19 in 2019 ranging from travel restrictions to school and campus shutdowns, estimations are that educational lockdown has impacted around 1.8 billion students [57]. While growth in the adoption of online technologies for HE TL before COVID-19 was high with almost US$20 billion investments globally in 2019 and US$350 billion projected by 2030 [53], at COVID-19’s onset when TL turned to online delivery, a predictable surge in the use of online learning tools and applications was reported. Singapore leads regionally with over 80 percent internet penetration [64], online learning challenges those students with limited or no internet access [22][100] In such countries with good internet infrastructure, there are questions about the ability of students and teachers to interact effectively through the medium of learning technology [97]. In online learning in HE, staff must cope with increased preparatory work, difficulty gauging students’ understanding, and encouraging students’ class participation [37] [54] [80]
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