Learning Satisfaction Research Articles

The Impact of High-Fidelity Simulator System on Bronchoscopy Operation Skills of Trainees Who Receive Refresher Training: A Teaching Study.

This study aimed to explore the impact of high-fidelity simulator (HFS) training on the bronchoscopy operation skills, confidence, stress, and learning satisfaction of trainees who further their training at endoscopy center in our hospital. The study also investigated the practical application effects of HFS training and provided a reference for the development of clinical teaching and training programs in hospitals. The 18 trainees who furthered their training at the endoscopy center were evaluated for their bronchoscopy operation skills, confidence, and stress levels before and after HFS training. A survey on learning satisfaction was conducted after the completion of HFS training. The scores of all evaluations were collected for comparison of differences before and after HFS training. HFS training improved the clinical operation skill levels and confidence of trainees who further their training at the endoscopy center, reduced their stress, and achieved 100% satisfaction from this training. Education level and department had no significant impact on trainees' operational skills and confidence improvement, and stress reduction (p > 0.05). The results of this study supported the influence of the history of endoscopy operations on the improvement of trainees' improved operational skills after HFS training, but it had no relation to the improvement of confidence and stress reduction. Trainees with a history of endoscopy operations had higher operation skill scores before and after HFS training (n = 5, 94.80 ± 2.95 and 97.60 ± 1.82, respectively) than those without a history of endoscopy operations (n = 13, 80.62 ± 2.53 and 86.38 ± 2.82, respectively), and the difference was significant (p < 0.05). HFS training is an effective clinical teaching method that can significantly improve trainees' bronchoscopy operation skills and confidence, reduce stress, and achieve high levels of satisfaction.

Incorporating face-to-face and online learning features to propose blended learning framework for Post-COVID classrooms in India

PurposeThis study examines learner readiness and satisfaction with blended learning systems in India’s post-vaccine classrooms, focusing on the relationship between face-to-face (F2F), online learning (OL), and blended learning (BL) indicators and identifying which predictors within these systems most significantly affect learners’ satisfaction (LS).Design/methodology/approachAn online survey was conducted with 451 students from both public and private universities in India. The data were analyzed using factor analysis and confirmatory factor analysis, followed by multiple regression to test the hypotheses.FindingsThe findings reveal a significant positive correlation between learners’ satisfaction and online learning and blended learning, with β values of 28.3 and 27.2, bearing a p-value of 0.000. In contrast, face-to-face (F2F) learning was insignificant, with a β value of 0.070 and a p-value of 0.119. These insights underscore the effectiveness of online and blended learning formats in enhancing learner satisfaction in higher education while also suggesting a re-evaluation of the role of traditional F2F learning methods. The research supports the integration of online learning in higher education due to its balanced mix of teacher-led and student-centered instruction, alongside the practical benefits of reduced travel costs and access to independent study resources.Practical implicationsThis study provides insights into student perceptions and attitudes towards blended learning in India’s post-vaccine classrooms. It highlights the importance of tailoring blended learning strategies to meet colleges’ and universities’ diverse learning needs and goals in this evolving context. The findings serve as a valuable resource for educators and administrators, aiding in designing effective blended learning frameworks suited explicitly for higher education in India.Originality/valueWhile there is extensive literature on F2F, OL, and BL, limited research compares these learning approaches and their impact on learner satisfaction within the Indian higher education context. This study fills this gap by providing valuable insights for shaping educational strategies in India’s post-vaccine classrooms.

Application of entertainment e-learning mode based on genetic algorithm and facial emotion recognition in environmental art and design courses

This article is based on facial recognition and further designs an entertainment electronic learning mode. Facial emotion recognition may be affected by light, angle, and expression. In order to improve recognition accuracy and stability, distortion adjustment techniques were used to process facial images, ensuring that the model can accurately capture and recognize the features of facial expressions. The study applies online facial emotion recognition to entertainment electronic learning modes, where learners interact with the system. The system can detect and recognize learners’ facial expressions in real-time, and provide corresponding feedback and learning resources based on different expressions. By collecting and analyzing experimental data, evaluate the practicality of the model and the level of acceptance and satisfaction of learners towards the model. The entertainment electronic learning mode based on facial recognition provides an innovative learning approach by constructing a pattern architecture, distortion adjustment, and applying online facial emotion recognition. By optimizing the positioning and integrating the entertainment electronic learning mode with environmental art and design courses, we aim to enhance students’ learning motivation and interest. Develop optimization strategies to enhance students’ comprehensive abilities in the field of environmental art and design.

Development of neonatal Apgar scoring training program utilizing contactless hand tracking in immersive virtual reality

BackgroundThe rapid and accurate assessment of neonatal asphyxia is critical to preventing potentially fatal outcomes. Therefore, nursing students must acquire the skills to assess newborn conditions immediately after birth and implement appropriate interventions. Virtual reality (VR) simulation education has emerged as a promising tool for nursing education, offering repetitive and customizable clinical training while ensuring patient safety and overcoming spatiotemporal limitations. AimThis study investigated the effects of a contactless hand-tracking-based immersive VR neonatal Apgar scoring program, adapted from experiential learning theory. DesignA non-randomized controlled trial with a pre-post-test, quasi-experimental design was conducted. SettingsThe study was conducted at two nursing schools from July to October 2023. ParticipantsParticipants comprised nursing students holding bachelor's degrees in nursing, with three or four years of experience and successful completion of a neonatal nursing theory course. Additionally, individuals with at least six months of experience working in a neonatal ward or delivery room before enrolling in nursing school were eligible. MethodsThe participants were divided into three groups: the VR group (n = 27) received contactless hand-tracking-based immersive VR neonatal Apgar scoring training; the simulation group (n = 28) received face-to-face Apgar scoring simulation training; and the control group (n = 26) received instruction on the Apgar scoring criteria. Changes in scores among the VR, simulation, and control groups were statistically compared using ANOVA with SPSS-WIN 27.0. ResultsThe VR group exhibited significant improvements in knowledge, learning satisfaction, self-confidence, immersion, and motivation compared to the simulation and control groups. Moreover, satisfaction was significantly higher in the VR group than in the simulation group. ConclusionsThe hand-tracking-based immersive VR neonatal Apgar scoring program represents an innovative and effective educational tool, prioritizing the privacy and rights of mothers and infants. It can potentially replace traditional delivery-room clinical training, which is observation-based and limited.

Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course: a comparative study

BackgroundBlended learning comprised with flipped classroom (FC) and “internet plus” is a new learning strategy that reverses the position of teacher and students in class, and provides abundant learning resources before and after class. This study aimed to assess the impact of blended learning on learning outcomes in evidence-based medicine course, and compare with traditional learning method.MethodsThe participants of the two groups were from two difference cohorts in Air force medical university in China. The two groups toke the same pre-test before class and then were given the teaching of same chapters of evidence-based medicine with two different learning strategy. In the blended learning group, the participants were required to create a debriefing slide about their learning outcomes and the answers of questions given in advance after study the learning material sent by teacher a week before class, and the teacher gave a detailed summary based on the common problems, and distributed multimedia resources for review. After the experiment was carried out, learning outcomes including mastering knowledge, learning satisfaction, and self-evaluation were compared.Results37 and 39 participants were enrolled to blended learning and traditional learning groups, respectively, and no statistically significant difference were found in baseline information and pre-test grades. Statistically significant differences were found in learning outcomes including post-test score (t = 2.90, p = 0.005), changes of scores between pre-test and post-test (t = 2.49, p = 0.022), learning satisfaction (t = 12.41, p = 0.001), and self-evaluation of the two groups (t = 7.82, p = 0.001). Especially, the changes of scores between pre-test and post-test of blended learning and traditional learning groups were 4.05 (4.26), and 2.00 (2.85), respectively.ConclusionsThis study showed that compared with traditional learning strategy, blended learning can effectively enhanced participants’ acquisition of knowledge, learning satisfaction, and self-evaluation in evidence-based medicine. Using blended learning method including “internet plus” and flipped classroom is recommended in the teaching of evidence-based medicine course.

Educational videos on erosion disseminated through social media for soil education

ABSTRACT Soil education plays an important role in preventing soil degradation processes by raising awareness among the population about the importance of this non-renewable resource. Using new educational technologies in teaching, such as educational videos and social media, can speed up communication and information. This article aimed to develop educational videos on the topic of erosion, posted on social networks, as a way of popularizing science. Four videos of a maximum of 7 minutes were produced, which were shown in the classroom and on Instagram (@saberessobresolos). In-class promotion reached nine undergraduate and postgraduate classes, totaling an average of 255 students. Metrics used for evaluation were polls and video engagement on the social network. Instagram metrics results indicated, in a period of 49 days, 1615 profiles had accessed the video. There was a reduction in this engagement in other publications, probably due to the variation in time, day of the week, and frequency of posts. The results of the surveys were positive for all the characteristics evaluated, with little disparity among the videos. On a smaller scale, negative feedback was observed, such as: the narration, running time, the translation into Brazilian Sign Language (Libras), and video captions. Approximately 81 % of individuals reported experiencing soil erosion effects, and 59 % had encountered issues as a direct consequence. The evaluation also indicated the videos’ ability to enhance knowledge is above 90 %, largely due to the dynamic and inclusive nature of this pedagogical approach, fostering genuine comprehension of the content, satisfaction in learning, and the ability to engage in meaningful discussions on the subject. Disseminating educational videos through social media ensured the democratization and widespread access to soil education, as it expanded reach and facilitated the exchange of knowledge between universities and society. The project fulfills its mission of producing and popularizing knowledge on soils, expanding scientific dissemination, making it more accessible, and contributing to recognizing the importance of conserving this resource.

Revisiting Chinese EFL learners’ online learning satisfaction: the predicator roles of self-efficacy and motivation

Revisiting Chinese EFL learners’ online learning satisfaction: the predicator roles of self-efficacy and motivation

COVID-19 Risk Perception, Student Engagement, Peer Team Learning and Learning Satisfaction Among Hospitality and Tourism Students in Ghana

This study examined COVID-19 risk perception, student engagement, peer-led team learning, and learning satisfaction among students in the hospitality and tourism departments in Ghanaian universities. Valid responses for this study from 440 hospitality and tourism students across four (4) universities across the country were analysed to achieve this objective. COVID-19 risk perception proved to have a significant positive impact on students’ engagement and peer team learning, but an insignificant negative influence on learning satisfaction. The results also underscored the positive role of the learning environment in driving students’ engagement and learning satisfaction including the positive bearing of students’ engagement on learning satisfaction. The study contributes to theory and practice by extending the social cognitive and self-determination theories to understand the links between COVID-19 risk perception, student engagement, peer-led team learning, and learning satisfaction among students in the hospitality and tourism departments in Ghanaian universities. Thus, the integration of social cognitive and self-determination theories in this study provides a more comprehensive understanding of the factors influencing learning experiences during the pandemic.

Exploring the Nexus of Distance Learning Satisfaction: Perspectives from Accounting Students in Serbian Public Universities During the Pandemic

AbstractAmid the COVID-19 pandemic, teachers globally transitioned to distance learning, presenting significant challenges, particularly in developing countries. In that sense, the study investigates the usefulness and satisfaction (US) of distance learning (DL) among accounting students in Serbian public universities during the COVID-19 pandemic. The research focuses on three key factors affecting perceived US derived from existing literature, including teaching process quality (TPQ), technical qualities of distance learning platforms (TQ), and compatibility with social and pandemic conditions (CSPC). The developed theoretical model is predominantly based on the user satisfaction model. Data from 373 surveyed students, gathered through a validated questionnaire, underwent analysis using the partial least squares structural equation model (PLS-SEM). Results reveal that CSPC and TPQ significantly impact the US, whereas TQ has a minor and statistically insignificant effect. The R2 value indicates these three constructs explain a significant portion of the variance for the US, with moderate effects of CSPC and TPQ and a small effect of TQ, indicated by f2 values. Moreover, the model is found to be significantly predictive, according to the Q2 value. Besides theoretical implications, the study suggests important practical implications for university management, emphasizing regular student surveys, continuous improvement of DL systems, and effective and continuous teacher training as the vital measures for enhancing teaching quality. Improving TPQ and TQ also impacts the Serbian economy by fostering workforce development, enhancing digital transformation, stimulating telecommunication industry growth, driving digital information sector development, attracting investment and innovation, boosting global competitiveness, and promoting lifelong learning.

In Blended Learning, Study The Impact of Teaching Innovation Mediated by Learning Engagement on Student Loyalty

Objective: Blended learning satisfaction positively affects student loyalty. Teachers need to provide quality learning experiences, fulfill students' learning needs, and reach students' learning objectives to increase students' satisfaction with blended learning and enhance students' support and loyalty to school education, thus promoting students' continued support for the school. Theoretical Framework: This paper presents the theoretical framework model based on culture, education, blended learning, and student loyalty, and three hypotheses are presented in the study. Hypothesis 1: Teaching Innovation Positively affects Learning Engagement Hypothesis 2: Teaching Innovation Positively affects Student Loyalty Hypothesis 3: Learning Engagement Positively affects Student Loyalty Method: This study explores the impact of teaching innovation mediated by learning engagement on student loyalty in blended education. It discusses the relationship between teaching innovation, learning engagement, and student loyalty in a blended educational environment. The study hypothesizes that teaching innovation has a positive effect on student loyalty through enhanced learning engagement. A mixed research design was employed, with quantitative research methods used. In the quantitative research phase, questionnaires were distributed to students at Aba Normal College. The questionnaire covered levels of teaching innovation, students' learning engagement, and their loyalty to the institution's education. Data were analyzed statistically using SmartPLS. Results and Discussion: The results of this study will contribute to the existing knowledge regarding teaching innovation, learning engagement, and student loyalty in blended teaching. They will also provide practical insights for educators and teaching departments on how to effectively implement teaching innovation and promote student loyalty in a blended educational environment. Research Implications: Teacher-student relationship and in-depth multiple interaction concepts become important trends in the future development of teaching and learning. (Ma, 2019) Theories related to blended teaching and learning Therefore, the theoretical or practical research related to blended teaching can promote the future development of blended teaching, and also provide an important scientific basis for colleges and universities to effectively solve the problem of balancing online teaching and traditional teaching.

The Difference a Three-Minute Video Makes: Presence(s), Satisfaction, and Instructor-Confidence in Post-Pandemic Online Teacher Education

Some research has shown that using videos in online courses can promote learner’s connection to the instructor (Banerjee et al., 2020). This quasi-experimental self-study aimed to explore the impact of brief three-minute instructor-generated videos in twin segments of an online graduate teacher education seminar focused on Globalization, Communities, and Schools. Specifically, we sought to understand the extent to which the insertion of these videos influenced teacher candidates’ perceptions of the dynamics of a Community of Inquiry (CoI) and their overall satisfaction as learners. The quantitative analysis of survey data using T-tests showed no statistically significant difference in overall learner satisfaction, social presence, teaching presence, or instructor social presence between the course with and without videos. However, there were significant differences in several individual items within each survey instrument. Student interviews and course evaluation comments were examined for themes revealing the strong presence of the instructor in various ways such as personalized feedback and caring tone. These findings suggest that while the videos may not have a significant impact on overall satisfaction, they do contribute to a more personalized and caring learning environment. Follow-up discussions with the instructor also revealed the reluctance to include short videos was grounded in his fear of inadvertently compromising the accessibility standards he wanted to honor–suggesting a continued need for growth in online instructors’ digital competencies and additional research into the perceived obstacles of expanding modalities of online graduate teacher education.

Upaya Meningkatkan Motivasi Belajar Peserta Didik Pada Mata Pelajaran Matematika Melalui Pembelajaran Berdiferensiasi Berdasarkan Konten Di Kelas Xi TFLM-3 SMK Negeri 5 Surabaya

In learning activities, motivation is an encouragement or process to direct students in achieving learning goals. The research was motivated by the very diverse problem of students' learning motivation in mathematics subjects in class XI TFLM-3 SMK Negeri 5 Surabaya. This can be seen from the results of the researcher's observations, where when they are about to start learning activities, many students still think that mathematics is less interesting and boring so that students are always less ready to start learning mathematics and the learning that was usually carried out by previous mathematics teachers was just learning. just lectures and assignments. This research aims to determine the increase in students' learning motivation in mathematics subjects through differentiated learning based on content. This research uses a type of Classroom Action Research (PTK) which consists of two cycles using data collection techniques in the form of questionnaires and observation. This questionnaire is used to determine learning satisfaction that motivates students after carrying out learning strategy treatment. The results of research using differentiated learning based on content show an increase in students' learning motivation from pre-cycle activities 63,8% to 73,1% in cycle I, then continued with cycle II. It shows that the presentation average of students' learning motivation in mathematics subjects is 83,2% From the results of this research it can be concluded that using differentiated learning based on content is successful in increasing students' learning motivation in mathematics subjects in class XI TFLM-3 SMK Negeri 5 Surabaya.

Student Satisfaction and Physical Health Effects of Online Learning Among Medical and Paramedical Undergraduates in Northern India: A Cross-Sectional Study.

Online modality of pedagogy was introduced in many medical institutes globally, especially during the COVID-19 pandemic. However, these techniques were not evaluated, either with respect to effectiveness or student satisfaction in terms of promoting successful educational outcomes. The current study was conducted to identify determinants of student satisfaction with respect to online learning, in the post-pandemic era. A pilot-tested and validated online questionnaire was administered to 370 medical/paramedical students who attended online classes during the pandemic. The students were selected randomly from four different streams of a medical university, representing all the years of study. The questionnaire included Likert-type questions and was divided into two parts: socio-demographic profile and satisfaction with online learning. The response rate was 81.4%. Overall satisfaction with online learning among students was 35.9% and the areas of most satisfaction for students were user-friendliness of the online portal (65.5%), self-directed responsibilities assigned to pupils (49.9%), faculty accessibility/availability (48.8%) and timely evaluation, test and feedback (47.9%).The areas of most dissatisfaction were lack of personal effect as compared to offline learning (n=71, 23.6%), effect on social life (n=54, 17.9%), and feeling of not belonging to the online session (n=38, 12.6%). Multiple regression analysis demonstrated that having previous exposure to online courses and having a separate room led to more satisfaction, whereas the emergence of health problems led to poor satisfaction with the course. The duration of previous exposure to online courses was not a statistically significant predictor of satisfaction. One or more health problems were reported by 176 (58.5%) of the respondents. Some of the common health problems reported were eye strain (72.8%), headache (56.1%), insomnia (47.2%), stress (35.2%), muscle fatigue (22.6) and tingling sensation (10.6%). Adopting a combination of online and offline approaches, i.e., blended pedagogy, involving different methods to involve students and their feedback are important to ensure student satisfaction.

The Influence of Principal Leadership on Student Satisfaction of Public High Schools in Tangerang City Sub-District

This research aims to determine the effect of principal leadership on student satisfaction in State Senior High School in sub-districts of Tangerang City. The method used for this is explanatory research with a quantitative approach through survey method. The sample of 353 students was taken with probability sampling technique using proportionate stratified random sampling method. Data were collected through a questionnaire that had been tested for validity and reliability using the product moment correlation method and Cronbach's Alpha coefficient. The results of this research can be seen that the principal's leadership has positive effect and significant effect on student satisfaction. The findings of this study are expected to contribute to the development of strategies to increase learner satisfaction through improving the quality of principal leadership. This research provides recommendations for school principals and education managers to pay more attention to leadership aspects in order to achieve optimal satisfaction of learners.

Understanding Learner Satisfaction in Virtual Learning Environments: Serial Mediation Effects of Cognitive and Social-Emotional Factors

This study explored the relationship between technology acceptance and learning satisfaction within a virtual learning environment (VLE) with cognitive presence, cognitive engagement, social presence, and emotional engagement as mediators. A total of 237 university students participated and completed a questionnaire after studying in the Virbela VLE. The results revealed direct and indirect links between technology acceptance and virtual learning satisfaction. The mediation analysis showed the critical mediating roles of cognitive presence and emotional engagement in fostering satisfaction. There also appeared to be a sequential mediating pathway from technology acceptance to learning satisfaction through social presence and emotional engagement. Notably, cognitive engagement and social presence did not have a significant mediating effect on satisfaction. These results provide a supplementary perspective on how technological, cognitive, and emotional factors can enhance student satisfaction in VLEs. The study concludes with several implications for future research and practice of VLEs in higher education.

The Effect of Animated Video Learning on ESI Triage Knowledge and Student Satisfaction of Nursing Polytechnic Health Ministry of Health Makassar

Triage at the hospital's Emergency Room (ER) is critical for prioritizing the care of emergency patients. Triage errors can be dangerous and endanger patient safety, so nursing students should have a solid understanding of triage. This study investigates the impact of ESI triage learning media containing PowerPoint and animated films on knowledge, triage decision-making (TDM), and participant satisfaction. The research used a quantitative approach with a Quasi-Experimental pretest-posttest method involving 36 5th semester Diploma Nursing students at the Makassar Ministry of Health Polytechnic. The study was divided into two groups, experimental (animated video learning) and control (PowerPoint learning), to evaluate the effect of treatment on knowledge, triage decision-making, and student satisfaction in ESI triage learning. The results of the data analysis show a significant increase in knowledge about ESI Triage and student satisfaction after the intervention, with significant values ​​of 0.001 and 0.018, respectively (p-value &lt; 0.05). Although there was no significant increase in Triage decision-making abilities between the groups that used animated videos and Microsoft PowerPoint (p = 0.440), the use of animated videos overall increased student responses and satisfaction. MANOVA analysis confirmed that the implementation of animated videos significantly influenced knowledge and satisfaction in students with a p-value &lt;0.05. The use of animated videos increases student knowledge and satisfaction significantly compared to PowerPoint, although it does not affect triage decision-making.

Teaching effectively with with multimedia and its impact on students' academic performance in chemistry: A case study

This study investigated the impact of integrating multimedia into chemistry education in Bhutanese higher secondary schools and its influence on students' academic performance. The research focused on assessing students' academic performance through test scores and semi-structured interviews. A sample of 62 eleventh-grade students participated in the experimental research, which aimed to explore how multimedia applications affect the content, quality, and retention of students' knowledge in chemistry. Data were collected by using self-administered questionnaire and achievement test. Descriptive statistics and independent samples t-test were used to analyze data. Paired samples t-test was used to analyze data. The analysis result of the pre-test showed no statistically-significant differences, which in turn proves the equivalence of the two groups. The t-test result showed the significant difference between achievements of the two groups at a significant t- value of 0.05 in the post-test. The experimental group gained higher mean scores than that of the control group. From the self-administered questionnaire, result showed that when multimedia was integrated to teach chemistry, student displayed the high level of learning satisfaction. The findings revealed that integration of multimedia increased the academic performance and learning satisfaction of students in chemistry lesson compared to the traditional method of teaching.

Psychosocial learning environment, learning anxiety, and learning satisfaction: evidence from distance learners in taxation during the COVID-19 period

Psychosocial learning environment, learning anxiety, and learning satisfaction: evidence from distance learners in taxation during the COVID-19 period

The effect of anxiety on distance learning satisfaction with grade as moderation

The effect of anxiety on distance learning satisfaction with grade as moderation

Comparative Analysis of the Switching Behavior of Synchronous and Asynchronous Online Learners in Higher Education

This study examines the phenomenon of learner behavior change in synchronous and asynchronous online learning environments. The article assesses the level, stage, reasons, and impact of change among online learners. To facilitate systematic analysis, a set of comparison parameters has been developed. These parameters include success and failure rates, mode and location of learning, level of interaction, group and individualized learning, courses with practical exercises, economic factors, self-regulated learning, indicators of change, technological tools, learner satisfaction, and the impact of a blended learning model. Overall, this article contributes to the understanding of online learners’ behavioral changes and provides valuable information to educators, administrators, and online education providers for designing effective online learning environments. The identified parameters can serve as a foundation for future research on how synchronous or asynchronous modes can either enhance or hinder the overall learning experience of online learners.