E-learning Satisfaction Research Articles

First-Year Students' Satisfaction by E-Learning

Universities around the world have been using electronic learning systems more and more in recent years. Due to the Covid-19 pandemic, Mongolian universities are changing the way of teaching online and thus starting from the second semester of the 2019-2020 academic year. The purpose of this study is to investigate the satisfaction of students towards e-learning and the factors affecting it.
 321 first-year students of the School of Nursing of NUMS participated in this survey, the survey questionnaire filled in Google form, and received by electronically. The relationship between satisfaction and its influencing factors was evaluated by using the Pearson test (correlation coefficient).
 According to the indicators of the research results, students' satisfaction is the most satisfied with learning materials (4.16), student engagement (4.15), and the lowest with e-educational technology (3.25). Due to this, there is a didactic need to improve the quality of e-learning and to update the lesson technology.
 Students' satisfaction level had a direct strong positive correlation (r=0.65) with grade (r=0.65) and a weak direct positive correlation (r=0.38) with lesson access (p<0.001), and e-learning satisfaction scores had a direct correlation (p<0.001) to the quality of teaching, supply of learning materials, assessment, and student engagement.

Student E-learning Satisfaction Madrasah in the Digitalization of Education in the Era of Independent Learning in Demak, Central Java

This research aims to determine satisfaction and the implications for the desire to continue using e-learning among madrasah students in the digitalization of education in the era of independent learning. The population of this study was students at MTsS Bahrul General in Demak who used madrasah e-learning. Sampling was carried out by simple random sampling and obtained a sample of 117 students. The data collection method used was using a questionnaire. The data analysis method uses SEM-PLS. The research results show that student attitudes, e-learning quality, and e-learning flexibility have a positive and significant effect on e-learning satisfaction. E-learning satisfaction has a positive and significant effect on the desire to continue using e-learning.

The effect of micro-learning on trauma care knowledge and learning satisfaction in nursing students

BackgroundDespite the fact that there are few formal trauma training courses for nurses, they play an important role in the care of trauma patients. This study aims to investigate the effect of micro-learning on the knowledge of managing trauma patients and learning satisfaction in nursing students.MethodsThe convenience sampling method was used to enroll 30 final-year nursing students from Alborz University of Medical Sciences in this quasi experimental One-group pretest -posttest design. The educational content was created and repeated 4 times over the course of 36 days using a micro-learning approach through whiteboard animations, video casts, and live videos. MCQ scenario-based exam was used to assess participants’ knowledge of trauma in three phases: pretest, immediately following the intervention, and one month after the end of the educational program. An e-learning satisfaction psychometric questionnaire was used to measure satisfaction.ResultsThe mean knowledge score 1 month after the intervention did not differ significantly from the score immediately after the intervention (p = 1), but there was a significant relationship between the mean knowledge score immediately after the intervention and before that (p = 0.047). Demographic variables and knowledge of trauma management did not differ statistically significant. The majority of students were pleased with how the course was implemented (5.64).ConclusionThe use of micro-learning has a positive effect on the promotion and retention of knowledge of trauma care, as well as increasing nursing students’ satisfaction. Micro-learning is proposed as a new educational approach that can be used as a complementary or as a stand-alone method to convey important educational concepts and increase learner satisfaction.

Understanding the COVID-19 Pandemic’s Impact on E-Learner Satisfaction at the Tertiary Level

E-learning has recently gained considerable interest among stakeholders, including educators, students, and policymakers. During the pandemic, organized online learning is critical to an effective e-learning system because it helps both teaching and learning. Thus, the current study intends to explore the factors contributing to e-learners’ satisfaction during the COVID-19 pandemic. A questionnaire survey was conducted to gather data from 650 university students selected through convenience sampling. The data were analyzed using the Statistical Package for the Social Sciences (SPSS). The factors essential to boosting e-learner satisfaction were identified using confirmatory factor analysis (CFA). Frequency distribution and percentages were used to identify the demographic characteristics of respondents, and a reliability test was conducted to test the internal consistency of the data. This study employed structural equation modeling (SEM) to trace the relationship between the six independent variables and e-learner satisfaction. Regression results revealed that psychological factors, educational materials and design, access to technological devices, instructor attributes, and perceptions and expectations significantly influence e-learner satisfaction. However, students’ engagement had no significant influence on the same. Because, most respondents had a clear preference for physical learning. The findings of this study will help educationists and policymakers take necessary steps in enhancing learners’ satisfaction and improving their academic performance.

Exploring Perceived Learning Among Students of Sports Sciences in Distance Education

Abstract The present study aimed to explore the impacts of e-learning, e-learning attitude in sports, and e-learning satisfaction on perceived learning among students of sports sciences. A total of 371 (108 females, 263 males) undergraduate students of sports sciences participated in this correlational study. The data were collected through a demographic information form, the Online Learning Attitude Scale, the Online Learning Attitude Scale-Sports, the Distance Education Satisfaction Survey, and the Perceived Learning Scale. The data were analyzed using descriptive statistics, SEM, Pearson’s correlation test, and multiple regression analysis. The findings revealed that e-learning attitudes and e-learning satisfaction among the participants had significant effects on their perceived learning (p < .05), while their e-learning attitudes in sports did not yield a significant impact on their perceived learning (p > .05). Accordingly, it may be claimed that as students’ e-learning attitudes and e-learning satisfaction increase, their perceived learning levels also increase. In addition to this, the students did not have a positive attitude toward learning applied courses online; therefore, undergraduate applied courses in sports sciences are better conducted face-to-face.

Hawler Medical University students' perceptions of e-learning during the COVID-19 pandemic.

Protective measures like social distancing and staying home when possible were imposed by the public health authorities to combat the COVID-19 pandemic. Educational institutions which had previously experienced only face-to-face traditional methods of service delivery suffered from huge difficulties in maintaining an effective teaching process. This cross-sectional study investigates the experiences of students of Hawler Medical University (Erbil, Iraqi Kurdistan), exploring their e-learning experience and satisfaction when conventional classroom learning was suspended due to lockdown. A self-administered online questionnaire designed on Google Forms was administered from 14 to 31 March 2020. The main section of the questionnaire asked participants to rate their agreement with statements concerning e-learning satisfaction using a five-point Likert scale, with answers ranging from strongly disagree to strongly agree. From an initial 1550 participants, 808 ultimately completed the processual stage. The majority of respondents were female, from the College of Medicine, of urban residence, and of an average economic situation. Three-quarters of the respondents had not participated in any online course before, 27.7% did not have the required electronic devices, 43.3% did not have the sufficient computer skills for the e-learning, and 38% thought that the University did not support the use of the e-learning system. During the processual stage, only 24.4% thought that the internet connection was good and helpful, 14.6% easily attended the online sessions, 35.6% thought that teachers have enough time to answer students' questions and concerns, and 18% that the teaching materials contributed to the course objectives and overall learning outcome. Hawler Medical students were not well prepared to engage in the e-learning process. The majority experienced internet access and other technical problems in accessing the online sessions. They did not feel that the e-learning process has contributed to the achievement of course objectives and overall learning outcomes.

Challenges and perceptions of e-learning for educational sustainability in the "new normality era".

All universities were faced with the challenges of e-learning when they suddenly had to switch to distance learning in March 2020 due to COVID-19 regulations. Several challenges may arise when implementing e-learning, including an insufficient budget or problems with adoption. Nevertheless, the role of digitalization is to ensure the university's long-term sustainability. Indeed, the future of e-learning depends on future generations, which increasingly accept new technologies. This study aimed to analyze the factors that stimulate university students' acceptance of technology. The study population comprised Romanian university students who took online courses during the COVID-19 pandemic. A questionnaire survey was employed to gather primary data. The surveys were distributed between January and February 2022. In particular, 1,875 questionnaires were received from students, who were the focus of this study (the results for teachers were presented in previous research). To process and interpret the data, the method of modeling with structural equations (SEM) was used. The data collected were processed using SPSS and AMOS. The results indicate that external factors do not influence perceived usefulness. Accordingly, students consider that the perceived ease of use does not influence the behavior intention to use new technologies. The results linked e-learning satisfaction to academic success and Romanian students who utilized e-learning during the pandemic. In addition, the results indicate that external factors do not influence perceived usefulness. Accordingly, students consider that the perceived ease of use does not influence the behavior intention to use new technologies. The results validated the basic variables of the TAM model. The study presents a series of theoretical, practical, and societal implications that can guide universities in adopting sustainable development goals.

EFFECTS OF INFORMATION QUALITY AND SERVICE QUALITY ON SAUDI ARABIA’S HIGHER EDUCATION INSTITUTION E-LEARNERS’ SATISFACTION

Electronic learning, or e-learning as it is more frequently known, is a type of interactive learning that uses information and communication technology to provide a learning experience with enough freedom. During the COVID-19 pandemic, e-learning has attracted much attention in the education sector because it offers learners several advantages, such as flexible learning opportunities, distance learning opportunities, consistency in learning, time savings, tracking capabilities, minimal cost facilities, quick response, and interactive learning facilities. This study evaluated the effects of service and information quality on e-learner satisfaction in Saudi Arabian higher education institutions. A quantitative approach was used to conduct the study. Information was gathered from Saudi Arabian higher education institutions. 350 questionnaires were examined. Structural equation modeling (AMOS SEM) was used to analyze the effects of the relationship between information quality and service quality in terms of e-learners' satisfaction. The study findings showed that information quality and service quality have a significant effect on e-learners’ satisfaction. Therefore, this paper suggests that concerned authorities pay particular attention to ensuring quality and current policies and standards to address the issues that may affect e-learners' satisfaction with e-learning in higher education institutions in Saudi Arabia. Keywords: E-Learners’ Satisfaction, Electronic Learning, Information Quality, Service Quality, Higher Education Institutions DOI： https://doi.org/10.35741/issn.0258-2724.58.3.60

Students' E-Learning Satisfaction During the Pandemic: A Turkish Public University Example

Students' E-Learning Satisfaction During the Pandemic: A Turkish Public University Example

Climate of Online e-Learning During COVID-19 Pandemic in a Saudi Medical School: Students' Perspective.

The circumstances of the COVID-19 lockdown offered an opportunity to develop remote educational strategies in medical education. To assess medical students' experiences with online e-learning (OeL) satisfaction, intellectual environment, and communication during the COVID-19 pandemic. A cross-sectional study was conducted at the College of Medicine, University of Bisha, Saudi Arabia. A self-administered questionnaire (21 items) was used to evaluate OeL in three domains of satisfaction (nine items), intellectual environment (seven items), and communication (five items). Students from years one to six were invited to fill out the questionnaire form with five-point Likert scale responses. Descriptive statistics, one-way analysis of variance (ANOVA), and independent t-test were used to evaluate the association between variables. Out of 237 participants, 96.6% (158 male and 71 female) responded to the questionnaire. Most students (86.5%) preferred the blackboard for their e-learning. The mean total scores were 30.18 ± 6.9 out of 45 for satisfaction, 19.67 ± 5.4 out of 25 for communication 25.43 ± 5.1 out of 35 for the intellectual environment. Over 50% of the students rated moderate scores on satisfaction and intellectual environment domains. About 85% of the students rated moderate scores in the communication domain. Male students rated higher significant scores than female students for satisfaction (31.3 ± 6.3 vs 27.6 ± 7; P < .001) and intellectual environment (26.3 ± 4.32 vs 3.5 ± 6.1; P < .001). There were no significant differences in students' responses to the tested domains related to GPA level. Significantly higher levels of scores for satisfaction (33.3 ± 5.6 vs 28.8 ± 6.9; P < .001) and communication (21.2 ± 4.5 vs 18.9 ± 5.7; P = .019) were obtained by clerkship students than pre-clerkship. Medical students' experiences with e-learning are encouraging, which might be more effective with continuous training programs for students and tutors. Although OeL is an acceptable methodology, further studies are needed to analyze its impact on the target learning outcomes and students' academic achievement.

A data mining approach to classifying e-learning satisfaction of higher education students: a Philippine case

E-learning has become increasingly important for higher education institutions. It offers an alternative mode of learning for educational institutions during critical situations such as the COVID-19 pandemic. While e-learning has gained growing attention in the current literature, a significant gap is left unaddressed for emerging economies, particularly the Philippines. In this paper, the factors of e-learning in a higher education institution in the Philippines are analysed. A data mining approach is used to predict the satisfaction of higher education students given eleven features of the subjects. Four classifiers: 1) logistic regression; 2) support vector machine; 3) multilayer perceptron; 4) decision tree, are used to develop the predictive models. The findings reveal that the features considered in this paper can be used to accurately predict the student satisfaction towards e-learning of higher education students in the Philippines.

A Data Mining Approach to Classifying E-learning Satisfaction of Higher Education Students: A Philippine Case

A Data Mining Approach to Classifying E-learning Satisfaction of Higher Education Students: A Philippine Case

A NON-EXPERIMENTAL STUDY TO ASSESS THE LEVEL OF PERCEPTION, PERFORMANCE AND SATISFACTION TOWARDS ONLINE LEARNING DURING COVID-19 PANDEMIC AMONG UNDERGRADUATE PHYSIOTHERAPY STUDENTS IN EMAAR GREENS, JAIPUR

E-learning plays a vital role in this current scenario among students across the globe. The aim of this study was to evaluate the level of perception, performance and satisfaction regarding online learning during Covid-19 pandemic among undergraduate physiotherapy students. A quantitative approach with a non-experimental descriptive research design with 60 undergraduate physiotherapy students were recruited as study participants using a non-probability sampling technique for this study. &#x0D; According to the research study conducted by Abbasi Maria S. in 2020 stated that E-learning satisfaction levels were better among developed countries (7.34) compared to developing countries (5.82). The majority of participants agreed that E-learning was satisfactory in acquiring knowledge, however not effective in acquiring clinical and technical skills. As the COVID-19 lockdown eases, there is a need for improvement in the methods employed in E-learning and more blended learning among healthcare students is recommended.&#x0D; &#x0D; Data were collected using a self-structured questionnaire both for demographic information and to assess their level of perception, performance and satisfaction with online learning. The result of this study showed that the majority (50%) of the 30 physiotherapy students were between the ages of 19 and 20. By gender, 39 (65%) were women. In terms of religion, 38 (63.3%) were Hindu. 42 (60%) of them in the Bachelor of Physiotherapy program were in their junior year. Regarding prior information, 36 (60%) received updates via social media. It has also found that the current Level of Awareness, Performance and Satisfaction of Physiotherapy Students with Online Learning 7%) were found to have moderate awareness. Low awareness, 8 people (13.3%) had high awareness. Current online learning outcomes were 44 (73.3%) fair, 13 (21.7%) good and 3 (5%)) bad. Current satisfaction results showed that 44 people (73.3%) were moderately satisfied with online learning, 12 people (20%) were very satisfied, and 4 people (6.7%) were not satisfied.&#x0D; For this study, the mean score and standard deviation of current level of perception, performance and satisfaction with online learning among undergraduate physiotherapy students were 31.28±6.27, 33.20±5.54,33.35±6.29 with a minimum score of 14.0, 15.0 and 10.0, maximum score 43.0, 50.0 and 50.0.&#x0D; Furthermore, it has also showed that the association between current level of perception, performance and satisfaction with online learning among undergraduate physiotherapy students with their selected demographic variables None of the demographic variables showed a statistically significant relationship with current level of perception, performance and satisfaction with online learning among undergraduate physiotherapy students. The aim of this study was to evaluate the level of perception, performance and satisfaction regarding online learning among undergraduate physiotherapy students during covid-19 pandemic in Emaar Greens, Jaipur. Therefore, it was concluded that the current level of perception and satisfaction was average with fair performance towards online learning among undergraduate physiotherapy students.

Factors influencing the E-learning system usage during the COVID-19 pandemic in Vietnam.

The outbreak of the COVID-19 pandemic has brought forward an unprecedented situation, which has forced the educational institutes worldwide to use a propriety "online only" model for teaching and learning. Teachers have been compelled to deliver lectures online using some form of an online delivery platform. In this dilemma situation with the closure of the educational institutes, one of the very basic necessities is to ensure quality features of e-learning systems that are being used for the purpose of education delivery, particularly from the students' perspective. The objective of this study was to identify factors affecting pharmacy students' satisfaction in Vietnam during the COVID 19 pandemic. A cross-sectional survey of a consecutive sample of 1612 valid responses from students who have been in distance learning at Hanoi University of Pharmacy has been conducted. An integrated model with three main dimensions had been developed: learner's characteristics; instructor's characteristics; system, and technology. Data were collected in the field on both online and offline platforms using the questionnaire of 39 items to investigate the critical factors affecting learners' satisfaction in e-learning. The reliability of the questionnaire was measured using Cronbach's alpha on this data. Descriptive statistics, factor analysis, and multiple regression analysis were employed for data analysis. Out of 2491 questionnaires distributed, 1612 questionnaires were completed (respond rate 64.7%). The results revealed that perceived usefulness, perceived ease of use, system and technical dimension and instructors' characteristics are the critical factors affecting learners' perceived satisfaction. The perceived usefulness of the students was the most important factor affecting overall satisfaction (beta coefficient = 0.610). Multiple regression analysis yielded the four main factors explaining 59.9% of total satisfaction. The findings revealed how to improve learners' satisfaction and further strengthen their e-learning implementation. The interventional solutions on students' characteristics, instructors' characteristics and system & technical dimension should be considered and implemented to improve the quality of e-learning and students' satisfaction at Hanoi University of Pharmacy.

Impact, Effectiveness and Satisfaction of E-Learning among Undergraduate Students During Pandemic Covid-19

Introduction: Due to the COVID-19 pandemic, online teaching become a new teaching method to replace the face-to-face teaching. Before the COVID-19 pandemic, many develop countries have implemented online learning as compared to the local universities. However, the implementation of e-learning which was presumed as the best method might give a different impact to the university students due to the uncontrolled pandemic situation itself. The objective of this study is to determine the impact and effectiveness of e-learning during pandemic COVID-19 among the university students. Methods: A quantitative cross-sectional study with convenience sampling study has been conducted among 349 students at one public university in Malaysia. Data were gathered by using online questionnaires via Google Form that was distributed to undergraduate students. The data were analysed by SPSS version 20, using descriptive, Independent T-test and One-Way ANOVA. Results: The majority of the respondents felt that e-learning did not affect their study and learning performance. They also felt satisfied with the usage of e-learning that was considered as an effective method. There was a significant association between area of living out campus and satisfaction level in e-learning (p&lt;.05). Conclusion: E-learning does not impact the students’ academic performance during the pandemic. Students reported that e-learning is suitable, effective, and they felt satisfied with the usage of e-learning during pandemic.

The drivers of E-learning satisfaction during the early COVID-19 pandemic: empirical evidence from an indonesian private university

The drivers of E-learning satisfaction during the early COVID-19 pandemic: empirical evidence from an indonesian private university

IMPACT OF AGILE LEADERSHIP, INFORMATION SYSTEM, AND EMPOWERMENT ON THE ORGANIZATIONAL ENTREPRENEURSHIP IN THE ZAIN TELECOMMUNICATION COMPANY

The main goal of this study is to examine how empowerment, information systems, and agile leadership affect organizational entrepreneurship in the Zain telecommunications company. After the sample-checking procedure, 223 samples were collected. The research investigation processed all the data gathered using the PLS program. The research's conclusions show several connections and interconnections that may impact improving organizational entrepreneurship. The study findings show that agile leadership, including inclusive leadership, shared accountability, and collaborative decision-making has a favorable direct impact on entrepreneurship. The outcome indicated that information systems, including system flexibility, shared information and reports, authorization, speed, and enterprise computing, benefit entrepreneurship. The outcome also demonstrated that empowerment has direct and advantageous effects on entrepreneurship, including certifications relating to quality, rejection rates, past performance, and competence. There was a discrepancy between the research findings and those of other studies, which found no connection between the factors and e-learning satisfaction and entrepreneurship. This study suggests that for businesses to deal with information systems effectively, keep up with change and competition, gain more competitive advantages, develop new knowledge, and support and enhance the decision-making process, they must begin the process of entrepreneurship for all business transactional processes, documents, and orders. The uniqueness of this study creates a framework for emphasizing the essential contributions that an information system, an empowered workforce, and agile leadership can make to foster organizational entrepreneurship.

Factors Influencing Madrasah E-Learning Satisfaction on Mathematics Teachers of Madrasah Tsanawiyah in Jakarta

This study analyzes the effect of attitude, quality, and flexibility on satisfaction and the implications for the desire to continue using madrasah e-learning for mathematics teachers in seventh grade for algebra material. The research includes non-experimental quantitative research. The population of this research is a mathematics teacher at the seventh-grade Madrasah Tsanawiyah in DKI Jakarta Province who teaches algebra material using madrasah e-learning. Sampling by convenience sampling and obtaining a sample of 225 teachers. The method of data collection is using a questionnaire. A Likert scale 1-5 questionnaire to collect data, data analysis method using PLS-SEM. Interviews with nine teachers were conducted to explore the causes of teachers agreeing and disagreeing with using e-learning madrasah in algebra learning. The results showed that teacher attitudes, e-learning quality, and e-learning flexibility significantly and positively affected e-learning satisfaction. E-learning satisfaction significantly and positively affects the desire to continue using e-learning. The interviews showed that teachers agreed because e-learning madrasah could help and facilitate teachers and students, and teachers did not agree because they encountered some difficulties in learning algebra.

Self-directed Learning, Self-efficacy, and Technology Readiness in E-learning Among University Students

Research on e-learning shows that there are moderating factors determining the successful use of e-learning. Learner’s internal factors such as attitudes, self-efficacy, digital literacy, self-directed learning, and technology readiness are factors that influence the use of e-learning and e-learning satisfaction. External factors such as technical support, infrastructure support, and leadership have also been found to affect e-learning satisfaction. The objectives of this quantitative study are twofold. First, it intends to explore how students used e-learning during the COVID-19 pandemic. Second, it examines the interplay between self-directed learning, self-efficacy, and technology readiness among university students. For this quantitative study, a questionnaire was administered to 4,953 university students. Using descriptive statistics and multiple regression analysis, this study looks at the relationships between self-efficacy, technology readiness, and self-directed learning. The implications of this study on higher education policy on e-learning will also be discussed.&#x0D; Keywords: self-directed learning, self-efficacy, technology readiness, e-learning

An Empirical Study of ClassPoint Tool Application in Enhancing EFL Students’ Online Learning Satisfaction

Keeping in view the basic necessity of the time, integrating Information and Communication Technology (ICT) in teaching-learning practices has become an integral part of higher education. In relation to English as a foreign language (EFL) learning, several forms of interactive platform have been applied to enhance students’ engagement, interest and learning satisfaction. Likewise, this quasi-experimental study was designed to investigate the role of ClassPoint tool integrated activities in strengthening e-learning satisfaction of undergraduate female EFL learners in Saudi Arabia. The intervention, i.e., the ClassPoint tool-integrated instruction for the experimental group, lasted for around a month, whereas the students from the controlled group received non-ClassPoint integrated instructions. Subsequently, the data from both groups was analyzed statistically via a t-test. Based on the analysis, the use of ClassPoint tool activities showed a significant increase in the e-learning satisfaction enrichment of EFL learners compared to the non-ClassPoint traditional instruction. Therefore, the study suggests using the ClassPoint tool at all educational levels in all modes of learning to keep learners stay engaged, motivated, and satisfied with their learning.