Learning Satisfaction Research Articles

“They Ease Your Mind:” Horses as Co-Agents in Supernurturers’ Self-Care

ABSTRACT This study fits within calls for research on the experiences of children who care deeply about animals and whose intensity of empathy could typify them as supernurturers. This study had a two-part purpose. First, the analysis explores whether and how young supernurturers perceive horses as agentic beings who direct empathy toward them. Second, the study addresses whether perceived horse empathy gives supernurturers permission to value self-empathy. The sample included 34 girls and young women aged 10 through 23 years from 30 families who were part of a hunter/jumper riding community. Open-ended interviews of about 1–2 hours in length were conducted. The analysis showed that these young supernurturers perceive horses as volitional actors who engage in empathy. Additionally, it suggested that encounters with perceived horse empathy are associated with (a) heightened capacity to engage in self-empathy when distressed, (b) expanded appreciation for how their own nurturing skills refined through horse caretaking transfer to other contexts, and (c) willingness to allow their satisfaction in loving and learning about horses to spill over to other life domains. In short, this study found evidence that perceived horse empathy provides opportunities for supernurturers to experience their own humanity through the regard of an animal other.

The Case of Distance Learning Modalities Among Technical Vocational Students in One State College in The Philippines

This study discusses the perception of the Bachelor of Technical-Vocational Teacher Education (BTVTEd) students during the implementation of distance learning along with their specialization courses in Camarines Sur Polytechnic Colleges (CSPC). This study aimed to generate students' learning experience and determine factors affecting the teaching-learning process and the implementation of the distance learning modality of CSPC. This study utilized a descriptive method of research. An adapted survey questionnaire was used to gather the data, and a weighted mean was employed to analyze and determine the factors affecting students’ performance in the distance learning modality. This study revealed that the students rated an overall rating of 2.95 with a verbal interpretation of Agree along with computer expertise, the flexibility of distance learning, the usefulness of distance learning, and distance learning satisfaction. This means they were satisfied with the teaching-learning process they experienced in their major courses. Thus, the researcher recommended reinforcing its programs along with the new normal approaches in education to achieve its vision of providing the best polytechnic education to its students by continuously creating opportunities such as training and seminars for the teaching staff and students to be fully equipped with the necessary skills for distance learning and the digital advancements in education.

Peer-led versus instructor-led structured debriefing in high-fidelity simulation: a mixed-methods study on teaching effectiveness.

Debriefing is the essential element of simulation teaching. Peer-led structured debriefing simulations could be a suitable approach because of the peers' similarity in age and experience to the students. The purpose of this study was to compare the teaching effectiveness of peer-led debriefing versus instructor-led debriefing in high-fidelity simulation scenarios. The study used a mixed-method approach, integrating quasi-experimental and qualitative components. A total of 88 third-year nursing students were randomly distributed into the instructor-led or peer-led group, with equal sample sizes in both cohorts. The study compared knowledge acquisition, simulation performance, student satisfaction and self-confidence in learning, and debriefing experience between the two groups. In addition, interviews were conducted with students in the peer-led group after the course. The scores of students' simulation performance scale were higher in the peer-led group than in the instructor-led group, and both groups made significant gains in knowledge. The peer-led group and instructor-led group demonstrated similar performance in terms of knowledge, simulated performance, reporting experience, student satisfaction, and learning confidence. The semi-structured interview results indicated that students in the peer-led group expressed approval of peer facilitators. Our study demonstrated that students in the peer-led group showed better performance in the simulation, and both groups demonstrated improved knowledge. Thus, with the premise of peers receiving training, the peer-led simulation teaching method can be regarded as a supplementary strategy for simulation teaching to enrich the form of simulation teaching and improve the effectiveness of simulation teaching.

Comprehensive Chinese Course Based on Task-based Language Teaching Approach with Cooperative Learning Technique to Enhance Chinese Reading Ability of International Students in Xi’an University

Background and aim: This study explored the integration of the task-based language teaching approach and cooperative learning to enhance the Chinese reading ability of international students. The aims of this study were: 1) to compare international students’ Chinese reading test scores before and after learning through the comprehensive Chinese course, and 2) to study the international students’ satisfaction with learning through the comprehensive Chinese course. Materials and methods: The study involved 94 international students at Xi’an University, with a sample of 26 second-year foreign students from one class of Xi’an University in China in the autumn term of 2023 through cluster random sampling. The research instruments were lesson plans, a test paper for foreign students’ Chinese reading ability, and a student’s learning satisfaction questionnaire. Experimental design is the one-group pretest-posttest design. Data were collected and analyzed by means, standard deviation, and t-test for the dependent sample. The data were analyzed by using mean, standard deviation, t-test for dependent samples, and t-test for one sample. Results: After learning through the comprehensive Chinese course based on a task-based language teaching approach with cooperative learning technique, foreign students’ Chinese reading ability was higher than before at a 0.05 level of statistical significance (t=2.50, p<0.05). The average score of the post-test (M=11.58, SD=5.56) was higher than that of the pre-test (M=9.35, SD=4.91). Additionally, students’ learning satisfaction was at a high level (M=4.19, SD=0.75). Conclusion: The developed comprehensive Chinese courses based on a task-based language teaching approach with cooperative learning techniques have a significant effect on improving the Chinese reading ability of international students. Furthermore, students were satisfied with their learning of this course.

The Effects of Teacher’s Instructional Strategies on Students Learning Satisfaction with Communication Styles as a Mediator among Students in Jiangxi College of Applied Technology

The Effects of Teacher’s Instructional Strategies on Students Learning Satisfaction with Communication Styles as a Mediator among Students in Jiangxi College of Applied Technology

Implementation and evaluation of a mobile application to support occupational therapy education

Purpose This study aims to evaluate the usability and effectiveness of a mobile application, ValTO, designed to enhance communication and professional reasoning skills in occupational therapy students through a case-based learning approach. Design/methodology/approach A descriptive exploratory study was conducted with 32 second-year occupational therapy students. The usability of the app was assessed using the Mobile Application Rating Scale and the System Usability Scale, complemented by the University of Oviedo’s Learning Satisfaction Survey. Findings The majority of students (77.8%) rated the app above average on the System Usability Scale, with 50% scoring it as excellent. Mobile Application Rating Scale scores revealed high ratings across functionality, aesthetics and information quality, with a significant correlation between app usability and user satisfaction. Increased student satisfaction was also observed in the Learning Satisfaction Survey compared to previous years. Originality/value ValTO integrates modern mobile health tools into occupational therapy education, enhancing students’ decision-making skills in an innovative, real-world context. This study contributes to the growing body of research on mobile health applications in educational settings, demonstrating their potential to improve both student engagement and learning outcomes.

Differences in community health nursing learning outcomes based on simulation modality

BackgroundVarious modalities of community health nursing simulation have been useful in improving confidence, communication, and meeting learning objectives. Research focusing on comparing community health nursing learning outcomes in simulation with standardized patients versus mannequins is limited. This study aimed to explore differences in clinical reasoning, clinical learning, knowledge, communication, self-confidence, and learner satisfaction among community health students participating in standardized patient simulation compared to mannequins. MethodsA cross-sectional study was conducted with a convenience sample of 66 prelicensure students in community health nursing. Students completed a pre- and post-knowledge quiz, Satisfaction with Simulation Experience scale, and a simulation evaluation survey. ResultsCompared to simulation with mannequins, clinical reasoning, clinical learning, knowledge, communication, realism, and learner satisfaction scores were significantly higher with standardized patient simulation. ConclusionsSimulation with standardized patients can be useful for increasing community health nursing knowledge while enhancing clinical reasoning and realism. Future research including larger samples and more comprehensive community health topics is needed.

Student Satisfaction and University Enrollments: Does the Urban or Regional Status of Australian Higher Education Institutions Matter?

In the aftermath of World War II, Western nations witnessed unprecedented growth in university enrollments, particularly in business schools, driven by the expansion of the publicly funded higher education system. This growth has prompted higher education providers to re-evaluate the critical role of student satisfaction in shaping learning, engagement, and overall institutional success. While the impact of student satisfaction on engagement and academic outcomes is well documented, its influence on broader university enrollments remains underexplored. Using longitudinal data from the Australian Government-funded Quality Indicators for Learning and Teaching (QILT) surveys and universities’ annual reports (2012-2017), we find that universities with higher student satisfaction show significantly higher enrollment rates. Moreover, the positive impact of student satisfaction on enrollment is more pronounced in metropolitan universities. Beyond contributing to social justice theory, this study provides actionable insights for government and higher education management to improve equitable access to higher education and reduce social disparities through strategically allocating resources, capabilities, and support services.

The Mediation Effect of Academic Self-Efficacy on Academic Procrastination, Performance, and Satisfaction of Chinese Local Technology University Undergraduates.

To identify the relationship between academic procrastination, performance, self-efficacy, and satisfaction, we investigate the mediational role of academic self-efficacy between academic procrastination and satisfaction, and between academic performance and satisfaction, respectively, among undergraduate students of local technology universities in China. A cross-sectional study was conducted involving 388 undergraduate students from 22 local technology universities in Hubei, China. Data was collected through an online questionnaire measuring academic procrastination, performance, self-efficacy, and satisfaction. Descriptive statistics and Pearson correlation coefficients were used to analyze the relationship between variables. Structural equation modeling analysis and the bootstrap method were employed to examine the mediating effect of academic self-efficacy on the relationship between academic procrastination, academic performance, and academic satisfaction, respectively. (a) Academic procrastination was widespread, with 47.6% of respondents exhibiting high levels and 30.2% showing moderate tendencies. (b) Academic procrastination exhibited a negative and statistically significant relationship with academic self-efficacy and satisfaction, respectively. Conversely, academic performance was positively and statistically significantly associated with self-efficacy and satisfaction. Furthermore, academic self-efficacy displayed a positive and statistically significant correlation with academic satisfaction. (c) Academic self-efficacy mediated the relationship between academic procrastination and satisfaction as well as between academic performance and satisfaction. This study highlights the mechanism of academic satisfaction of undergraduate students, with a particular emphasis on the mediating role of academic self-efficacy, especially verifying its mediating role between academic performance and satisfaction. The findings hold significant implications for policymakers, university administrators, educators, and undergraduate students, offering insights for enhancing academic satisfaction in undergraduate learning and contributing to expanding the mechanistic understanding of academic satisfaction.

Pilot Study on Integrating 3D-Printed Models into Undergraduate Medical Education for Congenital Heart Disease

BackgroundThis study aimed to assess the feasibility and effectiveness of implementing 3D-printed heart models in the education of medical students in a Canadian Medical School. MethodsThree types of 3D-printed models – normal, unrepaired Tetralogy of Fallot (TOF) and surgically repaired adult TOF – were provided for medical students in their 2nd year of training after a 30-minute lecture. The repaired TOF model depicted a transannular patch, ventricular septal defect closure, and right ventricular outflow tract resection. Knowledge acquisition was measured by comparing pre-and post-session tests consisting of 5 questions. Learner satisfaction ratings were measured with questionnaires completed after the session. A statistical analysis was performed using the t-test. ResultsTwenty-two medical students participated in the study with 20 students submitting complete data for analysis. The students’ score on 5 questions improved after the 3D-printed model session. The average number of correct answers in the test was 2.1 ± 1.0 pre-session and 4.3 ± 0.9 post-session (P < 0.001) out of the possible total of 5. Participants reported a high level of satisfaction (86.4%), understanding (86.4%), and usefulness (90.9%) with the incorporation of 3D-printed models in the educational session. ConclusionsAn educational session which integrated 3D-printed anatomic models to teach congenital heart disease anatomy significantly enhanced knowledge outcomes. Learner assessment of the impact of the use of the 3D models was highly favourable.

The Impact of Team-Based Learning Activities on Learning Satisfaction : Focusing on the Mediating Effects of Learning Engagement and Problem-Solving Skills

This study aims to analyze the structural relationships between the impact of team-based learning activities on learning satisfaction and the mediating effects of learning engagement and problem-solving skills in the common liberal arts course Masterpieces of Wisdom and Compassion Seminar, which was revised and operated using a team-based learning teaching method in the first semester of 2024. A survey was conducted from June 10 to 17, 2024, targeting students who took the Masterpieces of Wisdom and Compassion Seminar, and the analysis was performed using structural equation modeling. The main findings of the study are as follows: First, team-based learning activities showed positive correlations with learning engagement, problem-solving skills, and learning satisfaction. Second, team-based learning activities had significant positive effects on learning engagement, problem-solving skills, and learning satisfaction. These results imply that better adaptation to team-based learning activities, higher learning engagement, and better problem-solving skills lead to higher learning satisfaction among students. Additionally, one of the major changes in the revised course operation was the initial step of learning readiness. This process likely contributed to enhancing learning engagement and problem-solving skills, and increasing learning satisfaction during the team activities of presenting and discussing topics. However, there is a need to address issues such as the lack of time for students to read the masterpieces, the burden of evaluating learning readiness which hampers immersion in understanding the masterpieces, difficulties in communication and cooperation among team members which may lower learning engagement, problem-solving skills, learning satisfaction, and concerns about the reduction of individual competence due to the increased scope and weight of team activity-related tasks.

Correlations Among Appearance Satisfaction, Self-esteem, and Satisfaction with Learning Among College Student

This study aims to examine how appearance satisfaction, self-esteem, and learning satisfaction affect one another among college students. It also seeks to find ways to develop programs in communities and schools that can enhance all three aspects together, while collecting crucial data to support these initiatives. To achieve this, a survey was conducted with 160 college students from Daejeon and Chungcheongnam-do. Before starting the survey, the study’s purpose was explained, and it was administered only to those who consented to participate. The analysis of correlations among appearance satisfaction, self-esteem, and learning satisfaction revealed that factors related to appearance satisfaction—such as self-satisfaction, satisfaction with others’ perception, and satisfaction with mass media—are significantly positively associated with self-esteem factors, including personal, family, and social self-esteem. Furthermore, a significant positive correlation was found between appearance satisfaction and learning satisfaction. Additionally, personal, family, and social self-esteem were all significantly positively correlated with learning satisfaction. These findings suggest a strong connection among appearance satisfaction, self-esteem, and learning satisfaction. It is anticipated that the study results will provide foundational data for developing programs aimed at enhancing these aspects among college students.

성인학습자의 원격수업에 대한 중요도와 만족도에 관한 연구

Objectives This study focused on distance learning provided in university education for adult learners, and the purpose was to confirm the importance and satisfaction of distance learning and apply it to the field. Methods To conduct the study, the importance and satisfaction of distance learning were analyzed for 160 adult learners at K University, which is conducting the LIFE project, and a questionnaire was prepared for online distribution. Factors affecting distance learning were divided into three categories: learner factors, instructor factors, and lecture content factors. ISA (Important Satisfaction Analysis) was conducted to determine the priority of importance and satisfaction with distance learning, and Borich Relative priorities were confirmed using coefficients. Results Among the learner factors for adult learners' distance learning, importance was found to be activeness in participating in online classes, satisfaction was shown to be opportunities for repeated learning through online classes, and areas for improvement were whether or not they had learning equipment for distance learning and online attendance. It was found to be compliance with deadlines and concentration in distance learning. Among the instructor factors, the importance was high on the instructor's passion for teaching, and the satisfaction level was highly distributed on the instructor's assistance with the major. Areas for improvement were the instructor's assistance with the major, the instructor's immediate response to requests for support other than learning, and the instructor's students. It was found to be a result of communication and interaction between teachers and the formation of a bond between instructors and students. Among the lecture content factors, the importance is the stability of the learner's computer server (Internet), and the satisfaction is the provision of three 25-minute videos per week. Areas for improvement were the provision of three 25-minute videos per week, provision of in-depth learning (YouTube, video), and provision of videos with the instructor's face displayed publicly. Conclusions Since most adult learners are working and studying at the same time, university distance learning is recognized as an important teaching method, and it is meaningful in reflecting the needs of adult learners by analyzing factors related to the importance and satisfaction of distance learning.

성인학습자의 대학 교육 만족도가 삶의 변화에 미치는 영향

The purpose of this study was to empirically analyze whether the educational satisfaction of adult learners participating in adult learning degree programs in Korean universities affects life changes as a learning outcome. To this end, data from 170 adult learners enrolled in universities in Seoul, Gyeonggi, and Chungnam from September to October 2024 were used, and regression analysis was conducted as a research method. The results of the study showed that, first, adult learners' educational satisfaction with university degree programs was relatively high with an average of 4.09 points (standard deviation .477). Second, educational satisfaction was found to be an influential factor in affecting life changes as a learning outcome, with the effects being in the terms of social life changes, physical domain changes, family life changes, and career and employment changes. Based on these findings, suggestions were made to expand customized university education programs for adult learners, establish a flexible learning environment for adult learners in universities, provide learning counseling and active feedback from faculty,and strengthen career-related education programs., It is also recommended to introduce an objective and fair evaluation system for adult learners’ academic achievements, so that educational satisfaction can be directly linked to learning outcomes.

Using Stable Diffusion to Analyze Learner Satisfaction and Behavioral Intentions with Image Generation AI Tools

Using Stable Diffusion to Analyze Learner Satisfaction and Behavioral Intentions with Image Generation AI Tools

초등학생이 지각한 부모의 교육지원활동이 학교생활적응, 학업참여, 과학학습만족에 미치는 영향

The purpose of this study was to examine the direct and indirect effects of parental educational support activities, school adjustment, and academic engagement variables on elementary school students' perceived satisfaction with science learning and to identify the structural relationships among the variables. To this end, 230 students in grades 4-6 at S Elementary School in a metropolitan city were surveyed to examine the causal relationships among the variables. The results showed that elementary school students' perceived parental educational support activities, school life adjustment, and academic engagement had a direct effect on science learning satisfaction, and parental educational support activities had a direct effect on school life adjustment and academic engagement. In addition, parental educational support activities had an indirect effect on science learning satisfaction through school life adjustment and academic engagement. Therefore, it is necessary to educate elementary school students from a comprehensive perspective that considers parental educational support activities, school adjustment, and academic engagement in order to foster science learning satisfaction.

A Study on the Influence of Emotional Intelligence on Academic Satisfaction Among Chinese College Students: The Mediating Effect of Learning Engagement and the Moderating Effect of Social Support

This study primarily examines the interconnections among college students' Emotional Intelligence, Learning Engagement, Academic Satisfaction, and Social Support. A total of 535 college students participated in the survey utilizing the Emotional Intelligence Scale (EIS), the Learning Engagement Scale (UWES-S), the Perceived Social Support Scale (PSSS), and the University Version of Learning Satisfaction Scale. Findings indicate that the Emotional Intelligence of college students exhibits significant variability, with notable gender disparities. Emotional Intelligence is found to have a substantial positive influence on both Academic Satisfaction and Learning Engagement, while Learning Engagement further positively affects Academic Satisfaction. Additionally, Learning Engagement serves as a mediating factor between Emotional Intelligence and Academic Satisfaction, and Social Support acts as a moderating variable in the Emotional Intelligence-Academic Satisfaction dynamic.

Deconstructing the Complex Network of Student Satisfaction in Open and Distance Learning: An Application of Structural Equation Modeling

The rapid spread of open and distance learning (ODL) in higher education has sparked a strong interest in the determinants of student satisfaction. Although previous studies have explored various factors that influence satisfaction, a comprehensive model integrating multiple dimensions is still lacking. This study proposes and empirically tests a comprehensive structural equation model of ODL student satisfaction, incorporating interaction, instructor quality, learning management system (LMS), assessment, and student self-regulation as key predictors. Based on constructivist, collaborative, and cognitive information processing theories, we hypothesize direct effects and mediation relationships between these constructs. Data collected from 1,450 students at a large open university in China were analyzed using partial least squares structural equation modeling (PLS-SEM). The results reveal complex interrelationships among the predictors, with interaction and self-regulation emerging as key mediating variables. This study contributes to the ODL literature by providing a nuanced understanding of the satisfaction formation process and offers practical implications for improving the ODL experience. Our findings highlight the need for a holistic approach to ODL design and implementation, emphasizing the synergistic effects of technology, instructional, and personal factors in fostering student satisfaction.

THE USE OF MEDIA AND DIGITAL TECHNOLOGIES IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

English has become a global language and has taken a significant place in the world. With the advent of globalization, the demand for learning English as a foreign language (FL) has increased dramatically. The use of media and digital technologies is becoming more and more popular in learning English as FL. In this article, we will explore the use of media and digital technologies in learning English as FL. The articlediscusses the increasing popularity of digital resources such as learning apps, online platforms, and multimedia tools among young learners and adults. It emphasizes the convenience and suitability of these resources in facilitating language acquisition and enhancing English proficiency. Furthermore, the articleexplores the importance of learner interest and satisfaction in utilizing social media for language learning.

Serratus Anterior Plane Block Remote Learning Curriculum.

Regional anesthesia aids in management of acute pain in the emergency department, but many emergency physicians remain inadequately trained. Further complicating medical education, our academic center continues to use remote learning as the primary setting for residency didactics. This project aims to create a remote conference session on ultrasound-guided serratus anterior plane blocks (USG-SAPB). We used the ADDIE (analyze, design, develop, implement, evaluate) model for curricular design, with emergency medicine residents as our intended learners. For the analyze element, we examined clinical need and resident program evaluation feedback. For design, we utilized best practices for remote learning, principles of mental rehearsal, and multimodal instructional theory. For develop, we completed recruitment of faculty leads, materials, and beta testing of each component. We implemented our 50-minute session on the videoconferencing platform Zoom. For evaluate, we created a program evaluation survey based on Kirkpatrick's evaluation model. Seventeen learners completed the evaluation. For Kirkpatrick level 1, 94% reported being very or extremely satisfied. For Kirkpatrick level 2, 91% ranked their presession confidence level in performing USG-SAPB as not at all or slightly confident, compared to the postsession, where 88% ranked themselves as moderately, very, or extremely confident. For Kirkpatrick level 3, 94% reported that they would incorporate at least a moderate amount of content into clinical practice. This remote learning session on USG-SAPB demonstrated high levels of learner satisfaction, improvement in learner confidence, and potential to impact learners' clinical practice. Future studies can elucidate patient outcomes related to educational sessions.