Online Learning Satisfaction Research Articles

EFL Distance Learners’ Perceptions of Attitudes, Ease of use, and Interaction as Determinants of Satisfaction

The aim of this study is to explore English foreign language (EFL) students’ perceptions of distance learning in the aftermath of Corona pandemic lockdown. Specifically, it investigates students’ attitudes, perceived ease of use, online course flexibility and interaction as determinants of learning satisfaction based on their own distance learning experiences within the Moroccan educational context. An online questionnaire was administered to 147 undergraduate EFL learners from three different higher education institutions: the Faculty of Arts and Humanities, and Higher School of Education and Training in Béni mellal, and the École Normale Supérieure (ENS) in Rabat. The research findings indicate that the main factors influencing students’ online learning satisfaction are their attitudes towards online learning, online course flexibility, and student-teacher interaction. The results have implications for promoting distance learning among students.

Predictors of Online Learning Satisfaction Among Filipino Pre-service Teachers: A Stepwise Multiple Regression Analysis

This study investigated the predictors of online learning satisfaction among Filipino pre-service teachers in a comprehensive Philippine university, focusing on online authentic learning self-efficacy, social interaction, social presence, and collaborative learning. Anchored in the Community of Inquiry Framework and the Self-determination Theory, this research employed a descriptive-correlational design, using multivariate correlations and multiple regression analysis to assess the relationships among key variables. Quantitative data were collected from 302 pre-service teachers, revealing that social interaction, collaborative learning, and online authentic learning self-efficacy significantly contribute to online learning satisfaction, with age also playing a considerable role. The dimension of self-efficacy related to keeping up with technological advancements had the highest mean rating, while the dimension concerning the relation with real-life environments and online interaction had the lowest mean. Social presence and collaborative learning had moderate mean scores, whereas social interaction was rated lower. Nonetheless, social interaction and collaborative learning emerged as the strongest predictors of satisfaction, with social presence showing no significant impact. The results highlight the need to improve social interaction and collaborative elements in online learning settings to address the needs of Filipino pre-service teachers more effectively.

The effect of chinese pre-service early childhood teachers’ digital literacy and self-regulated learning ability on online learning satisfaction

The effect of chinese pre-service early childhood teachers’ digital literacy and self-regulated learning ability on online learning satisfaction

Modelling online learning satisfaction of secondary school students in Indonesia: the role of family and school support

Modelling online learning satisfaction of secondary school students in Indonesia: the role of family and school support

Enhancing engineering students’ satisfaction with online learning: factors, framework, and strategies

IntroductionThe learning experience has undergone significant changes recently, particularly with the adoption of advanced technology and online lectures to address challenges such as pandemics. In fields like engineering, where hands-on classes are essential, the online learning environment plays a crucial role in shaping students’ experiences and satisfaction.MethodsThis study aimed to explore the key factors affecting engineering students’ satisfaction with online learning. A structured survey was administered to 263 students across various engineering disciplines and academic levels, all of whom had experienced both in-person learning before the pandemic and online learning during the pandemic. Factor analysis and multiple linear regression were employed to analyze the data.ResultsThe analysis identified interactions, services, and technology as the main factors positively influencing online learning satisfaction. The regression analysis further revealed that students’ satisfaction is significantly dependent on the availability and quality of online learning services, assessment and interaction tools, and technology.DiscussionThis study highlights the critical factors that enhance engineering students’ satisfaction with online learning. It offers strategies for educators to improve online learning environments, emphasizing the importance of quality services, assessment, and interaction tools. These findings can guide the development of more effective online learning experiences in engineering education.

Impact of Self-Efficacy and Self-Regulated Learning on Satisfaction and Academic Performance in Online Learning

During the COVID-19 pandemic, universities widely adopted online and blended learning highlighting the need to investigate students’ self-efficacy and self-regulation in such an environment. This study examines the impact of self-efficacy and self-regulated learning on students’ satisfaction and academic performance in online learning contexts. Data were collected from 442 university students across various disciplines focusing on six dimensions of online learning self-efficacy and self-regulated learning. The findings reveal that both online learning self-efficacy and online self-regulated learning are at high levels for students in general, with no significant gender differences. Younger students, those in lower semesters and those with reliable internet connectivity exhibited higher levels of these attributes. Non-graduates demonstrated greater self-efficacy in social and academic interaction while management science social science and humanities students exhibited higher levels of online self-regulated learning. Further analysis shows that total online learning platforms used and online learning quality significantly predicted both self-efficacy and self-regulated learning. However, the total semesters using online learning and total online courses taken had no significant effect on these factors. Online self-regulated learning was strongly determined by self-efficacy. Self-efficacy in computer or internet, in the online learning environment, and in time management were significant predictors of online learning self-efficacy. In contrast, environment structuring, time management, goal setting and help-seeking were significant predictors in online self-regulated learning. Self-efficacy in time management and environment structuring were the highest contributing factors for online learning self-efficacy and online self-regulated learning respectively. However, only online self-regulated learning significantly influenced academic performance.

The influence of SDL on learning satisfaction in online learning and group differences between undergraduates and graduates

The influence of SDL on learning satisfaction in online learning and group differences between undergraduates and graduates

Embracing imperfections: a predictive analysis of factors alleviating adult learners’ digital learning stress on Singapore’s lifelong learning journey

ABSTRACT This research paper examines the intersection of self-determination theory and its constructs of autonomy, competence and relatedness with the effects of learning support levers available to online educators. The learning support levers of social, technical and financial support are considered against their ability to impact online learning satisfaction and overall digital well-being. In surveying 246 adult learners, the research analysis uses structural equation modelling to yield results that highlight the opportunity for suitably planned social and technical support design to enhance the effectiveness of online teaching and learning. The overall findings add to understanding in the domain of digital learning effectiveness and possible strategies for improving online teaching and learning instructional design, including the surrounding environmental support variables. The paper further highlights the benefits of a cross domain approach to exploring learning effectiveness goals in a digital context. Given the increased prevalence of online education, the methodology and resultant findings of this paper are novel, reflecting the lack of research in the digital learning domain.

Investigating Students’ Perceived Satisfaction and Performance in Online Class: Basis for Online Learning Improvements

The landscape of education has experienced significant changes as a result of the global COVID-19 pandemic. Central to the recent developments is the increasing concerns related to the levels of student satisfaction and performance in Mathematics within the context of online learning. This study seeks to fill the gaps in existing research literature on how mathematics is taught online during the pandemic. In particular, the goal of this research was to investigate the relationship between students' perceived satisfaction and reported academic performance in a Mathematics online class and suggest important satisfaction factors to improve student online learning experiences. The study was a descriptive research design utilizing mixed methods, and the data were collected from a volunteer sample of ???? = 153 respondents, composed of senior high school students from three private schools, through an adapted online survey instrument. Results showed that the association between satisfaction and performance was significant and positively correlated. Furthermore, there was a low but positive significant correlation between satisfaction with their performance. Regardless of their performance levels, students were generally satisfied with online learning. Students, however, pointed out three (3) additional factors that affect their satisfaction – flexible and considerate task management, effective communication and subject mastery in teaching; and accessibility and clarity of educational resources. To improve online learning, these additional factors are essential to have a high level of satisfaction and performance in online learning.

Examining Key Determinants of Social Presence and Satisfaction in Online Learning: An Exploration with Undergraduate Student

The increasing popularity of online learning and its associated technology in higher education, particularly due to the COVID-19 pandemic, has garnered significant attention worldwide. This study focuses on investigating and developing the construct of social presence and its relationship with satisfaction in computerized learning environments. The study explores various dimensions of social presence, including social respect, social sharing, open communication, and social navigation, and their impact on satisfaction in online learning. The findings demonstrate that social presence plays a significant role in influencing satisfaction, and a statistically significant correlation exists among the observed variables. The implications of these results are important for higher education institutions, instructional designers, instructors, and learners. This study also provides valuable theoretical foundations for further discussions on social presence and satisfaction in online learning. To effectively meet learners' expectations and enhance social presence and satisfaction, higher education institutions offering online programs should understand their learners' needs. Instructors can contribute to learners' engagement and success by strategically incorporating instructional course designs, arranging materials, and generating clear learning activities that enhance social presence. By providing a high level of social presence in online learning environments, instructors can promote student satisfaction and facilitate effective comprehension of learning materials.

The influence of perceived institutional support and social competencies on online learning satisfaction: A private higher education student perspective

COVID-19 pandemic has revolutionised higher education delivery through online learning. While it offers flexibility and accessibility, it also challenges social interaction and satisfaction. To address this challenge, this study adopted the Community of Inquiry framework as a valuable lens to investigate the relationship between perceived institutional support, social competencies with classmates and instructors, and online learning satisfaction. A quantitative approach was used to analyse and explore the proposed hypotheses through Partial Least Squares Structural Equation Modelling. Students with prior experience in online learning from private higher education institutions were approached as the respondents. A total of 419 samples were selected through purposive sampling. The results indicated a positive relationship between perceived institutional support and online learning satisfaction. Perceived institutional support is positively related to social competencies of classmates and instructors. The research found that social competencies with classmates and instructors significantly mediated the association between perceived institutional support and online learning satisfaction. The findings from the study have implications for educational institutions, instructors, and students.

The role of new media literacy in shaping online learning satisfaction: Evidence from Egyptian universities

The role of new media literacy in shaping online learning satisfaction: Evidence from Egyptian universities

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

Impact of psychological safety and inclusive leadership on online learning satisfaction: the role of organizational support

The appeal of online education within the academic community has grown significantly due to advancements in technology and increased investments made during the pandemic. Despite the rapid expansion of research in online education, most studies have concentrated on technology and teaching techniques, overlooking social factors that also play a crucial role in students’ contentment with online learning. This study uses quantitative methods to investigate the impact of selected social variables on students’ satisfaction with online education. The research employed a designed questionnaire to gather data from African students engaged in online studies abroad. The collected data was then analyzed using SPSS-AMOS version 23. The study utilized a hierarchical linear regression model to assess the influence of different variables on students’ satisfaction with online education. The findings revealed that psychological safety and inclusive leadership positively influenced students’ satisfaction with online education. Conversely, perceived organizational support and learner–learner interaction adversely affected students’ satisfaction in the online learning environment. Moreover, the research highlighted that psychological safety, inclusive leadership, and perceived organizational support positively influenced learner–learner interaction. Additionally, perceived organizational support was identified as a moderator, affecting the relationships between other variables and students’ satisfaction with online education. Because of these findings, educational institutions and researchers are recommended to recognize social constructs’ critical role in students’ satisfaction with online education. It is essential to broaden the focus beyond technological aspects and teaching methods, as social variables are equally vital for students to have a fulfilling academic experience in online education.

A cross-level analysis about the impact of pandemic-related stressors, online learning satisfaction and coping on elementary school students’ psychological symptoms

A cross-level analysis about the impact of pandemic-related stressors, online learning satisfaction and coping on elementary school students’ psychological symptoms

Key Determinants of Student Satisfaction in Online Learning During COVID-19: Evidence From Vietnamese Students

The adoption of online learning modalities has increasingly become prevalent, particularly with the advent of COVID-19, aiming to ensure student access to learning materials. This significant shift towards offering online educational formats compels educational institutions to alter their approach and develop curricula to guarantee an optimal student experience and satisfaction within the online environment. The aim of this research is to comprehensively examine the key factors that significantly impact the satisfaction of undergraduate students with online learning in Vietnamese universities. The quantitative research methodology was implemented through the collection of surveys from a total of 437 Vietnamese students. Utilizing the PLS-SEM statistical approach, the findings reveal that technology, communication, course, outcome, and motivation for learning have significant positive influences on students’ satisfaction with online education during the COVID-19 pandemic, while the effect of instructors’ attitude and the sudden change from traditional to online classes have been found with as nonsignificant. Valuable implications and practical recommendations are suggested for educational organizations and institutions in Vietnam to enhance specific activities that promote students’ satisfaction with online learning and improve teaching methods provided by instructors.

Managing Satisfaction in synchronous online learning: results of a statistical study on the material of teaching Russian as a foreign language

Introduction. The widespread adoption of distance learning makes it relevant to reflect on the experience gained during the period of ubiquitous transition to the online format in 2019-2021. The purpose of the research is to investigate the factors influencing student satisfaction with synchronous online courses and to develop recommendations aimed at creating a positive educational experience for students in the online environment, specifically for teachers and methodologists. Materials and methods. This study draws upon survey data concerning the synchronous online acquisition of Russian as a foreign language among tertiary education students, both domestically and internationally. The sample comprised 307 individuals representing 16 countries, all of whom had engaged in at least one synchronous online course in the Russian language. Evaluation of satisfaction regarding the online learning experience centered on the variable denoted as "Course Satisfaction Assessment." The survey instrument was constructed based on the three-factor model, Community of Inquiry (COI), recognized for its efficacy in assessing effective online learning. This model, adapted to suit the context of synchronous online learning, comprehensively incorporates cognitive, pedagogical, and group communication factors. Results. As a result of correlation analysis, the ten most significant correlations with the variable "Course Satisfaction Evaluation" were identified. The most significant correlation of satisfaction with learning was established with positive evaluation of the course content – its practical usefulness and relevance to the needs of learners (r=0,44; p<0,01). Factors related to feedback from the instructor (r=0,34; p<0,01) and the motivational effect of the learning showed a high level of correlation with satisfaction with the training (r=0,35; p<0,01). Meanwhile, the factors of group communication did not show significant correlations. Considering the most important factors of satisfaction, recommendations were formulated to improve the effectiveness of synchronous online learning and enhance student motivation through content and organizational aspects of learning. Conclusion. The conducted study contributes to the understanding of significant aspects of student satisfaction management in synchronous online learning. Practical recommendations have application value for the practice of online learning design and teaching in synchronous online format.

Self-control, peer assistance, and satisfaction of online learning among Chinese social work students

ABSTRACT Online learning is a new type of learning practice based on information and communication technologies. It has gained great popularity in higher education in China in recent years, especially during the COVID-19 pandemic, because it can reach more students over long distances and achieve cost-benefit maximization. Compared with the traditional classroom-based learning model, online learning reduces the control of instructors, thus highlighting the students’ self-management ability and peer assistance. Based on the data collected from an online learning survey of undergraduate (BSW) and graduate social work (MSW) students in China in 2022, this study reveals the effects of social work students’ self-control and peer assistance on online learning satisfaction. The results show that 72.95% of BSW and MSW students have participated in online learning in the previous academic year, and they are generally satisfied with their online learning. Students’ self-control ability significantly affects their satisfaction with online learning. At the same time, peer assistance is a significant mediating variable. It is suggested that in addition to promoting students’ self-control ability and self-study management, making full use of online resources to promote peer assistance and communication among students is also a way to improve social work students’ satisfaction with online learning.

Factors Influencing Student Satisfaction in Online Learning among Hospitality and Tourism Students in the Philippines

This study examines the factors influencing student performance and satisfaction in an online learning environment. It specifically investigates the relationships between course design, lecturer traits, student traits, technical support, student performance, and student satisfaction. Using a self-administered questionnaire, the study conducted a cross-sectional analysis among hospitality management students (n=256) at Cordillera Career Development College in the Philippines. Structural equation modelling was employed to analyse the proposed hypotheses. The findings indicate that student performance, lecturer traits, and technical support positively influence student satisfaction. The study highlights the students’ comfort with online classes and the support they receive from lecturers while acknowledging that technical issues pose challenges to the effectiveness of online education. The study emphasises the increasing importance of the Internet and new technologies in education. The insights from this study can guide educational administrators in improving their strategies and curriculum design to adapt to the new normal.

Why do students disengage from online courses?

One of the most significant issues with online education is that students disengage and eventually drop out of the course due to their inability to remain active in the online environment. Thus, disengagement from online courses has been seen as an important obstacle to the successful continuation of the online learning process. This study aimed to empirically explore the disengagement from online courses with a proposed model. A structural model was tested to explain the causal relationship among disengagement, cyberloafing, self-regulation skills, and satisfaction in online learning. The study group consisted of 843 undergraduates from a midsized institution in Turkey who were enrolled in an online course at the time of the study. Results showed that cyberloafing and satisfaction were significant predictors of disengagement, while self-regulation had an indirect effect on it. The study's findings indicated that online instructors and educational policymakers should focus more on fostering satisfaction and enhancing students' self-regulation abilities while keeping cyberloafing under control to prevent disengagement from online courses in the age of digital transformation.