Remote Learning Satisfaction during Pandemic Covid-19: Non-Technical Students’ Experience

Abstract

The higher education landscape had changed drastically during the pandemic COVID-19. Implementation of emergency remote learning in higher education context resulted in mixed feelings, motivation, perception, and satisfaction. Despite the challenges of technical and technological barriers faced by students worldwide, understanding their satisfaction with remote learning during pandemics offers an opportunity for higher education authorities to plan a comprehensive online learning ecosystem. This study aims to examine how final-year students perceived remote learning effectiveness, preference, and time management and how these factors subsequently affect their remote learning satisfaction. This study is quantitative in nature and based on a cross-sectional setting using an online survey. Most measures were adapted from past studies and mainly in the 5-Likert scale. The study among 152 final-year students in a management-based program revealed that remote learning effectiveness and time management affect students’ satisfaction with remote learning. Remote learning preference was statistically insignificant toward remote learning satisfaction. Theoretically, this study contributes to the new literature on emergency remote learning satisfaction specifically among non-technical and final-year students that experienced both traditional and remote learning during their studies at the university. Practically, in designing an online learning ecosystem, university management should consider the different need and capability of the students that ensure students had adequate time to review the course material before and after the class which subsequently affect their remote learning satisfaction. Future studies should consider a larger sample and different predictors.