Predictors of online learning satisfaction of pre-service teachers in Turkey

Suat Kaya

doi:10.5937/istrped2102586k

Abstract

This research was conducted in an attempt to examine online learning satisfaction (OLS) level of the pre-service teachers and the influence of antecedents including computer anxiety (CA), internet anxiety (IA), online course anxiety (OCA), internet self-efficacy (ISE) and transactions including learner-instructor interaction (LII), learner-content interaction (LCI) and learner-learner interaction (LLI) on one outcome of online learning process, OLS. We employed an exploratory survey, which can be used to investigate the relationship between certain variables. The sample included 710 pre-service teachers from different departments studying at two public universities located in the eastern part of Turkey. Data were collected through "Technological Anxiety and Satisfaction Scale", "Internet Self-efficacy Sub-scale" and "The Online Self-regulation Questionnaire (OSRQ) in Three Types of Interaction". Descriptive statistics and multiple regression analysis (MLR) were used to analyze the data. The findings indicated low OLS based on the perceptions of this sample of pre-service teachers. Further analysis through MLR revealed a significant negative relationship between OCA and OLS, while the other predictors were insignificant. As the significant predictor explained 14% of the variance in the outcome variable, more comprehensive research was suggested to find out the unexplained predictors of the outcome. The administrators are suggested to provide the instructors with professional guidance with the help of the experts who can provide successful online course implementations.

Highlights

Technological developments and the advances on the internet have had direct influences on the way education is delivered all around the world
The delivery of online education has increased steadily across the globe over the past decade (Eom & Ashill, 2016) and it became the only way of education across the globe due to the COVID-19 pandemic encountered all around the world (Kaya, 2021)
The results indicated that more than half of the students were satisfied with online learning, and the significant predictors were found to be gender on behalf of females, Wi-Fi and learner dimension

Summary

Introduction

Technological developments and the advances on the internet have had direct influences on the way education is delivered all around the world. This fact has brought about the notion of online learning, which is provided through “electronic versions of traditional courses” (Hong, Lai, & Holton, 2003: 116). The delivery of online education has increased steadily across the globe over the past decade (Eom & Ashill, 2016) and it became the only way of education across the globe due to the COVID-19 pandemic encountered all around the world (Kaya, 2021)

Objectives

Methods

Results