Online Learning Satisfaction Research Articles

Impact of Internet Self-Efficacy and Self-Regulated Learning on Satisfaction and Academic Achievement in Online Learning: A Case Study in Vietnam

The unexpected prolonged expansion of the Covid-19 pandemic has urged nu-merous educational institutions worldwide, including Vietnam, to offer online courses. Identifying factors that impact student satisfaction and academic achievement, hence, becomes crucial in online learning environments. The current study examines the impact of students' self-regulated learning and Internet self-efficacy on these two learning outcomes in an online environment. The proposed research model consists of two exogenous variables including students' Internet self-efficacy and self-regulated learning, and two endogenous variables, namely students' satisfaction and academic achievement. 710 students from four universi-ties in Vietnam voluntarily participated in this study by completing an online sur-vey questionnaire. The data analysis was performed by Partial Least Square Structural Equation Modeling (PLS-SEM). The results indicated that Internet self-efficacy, goal setting, and help-seeking have direct positive effects on both student satisfaction and academic achievement. Self-evaluation positively affected student satisfaction while it did not have an impact on student academic achieve-ment. Elaboration, environment structuring, and task strategies did not have a sta-tistically significant relationship with student satisfaction as well as their academic achievement. Students' satisfaction has a direct positive impact on their academic achievement. Pedagogical implications and limitations of the study are also deduced.

PENGARUH KESIAPAN BELAJAR DAN KEPUASAN BELAJAR PADA PEMBELAJARAN ONLINE TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL

This study aims to analyze the influence of learning readiness and learning satisfaction on online learning on learning outcomes for the development of social science education. The research method is a survey, with a sample of 80 third semester students of postgraduate social studies study program at Indraprasta University, PGRI Jakarta. Data was collected using a questionnaire sent to students via email. The validity of the data with validity and reliability tests, all data have a normal distribution. Data were analyzed using correlation with the SPSS version 2.0 program. The results of the study indicate that learning readiness has a significant influence on learning outcomes for the development of social science education. Likewise, learning satisfaction in online learning has a significant influence on learning outcomes for the development of social science education. The research findings show that 75.2% of learning readiness and learning satisfaction in online learning have a strong relationship with learning outcomes for the development of social science education. This is because students are ready to take lessons well, as well as easy access to the internal network so that learning outcomes can be achieved well

Online learning satisfaction and its associated factors among international students in China.

The outbreak of the COVID-19 pandemic has caused a substantial transition of Chinese international education to online learning. This article discusses the impact of online learning from international students’ perspectives. Data were collected from exploratory interviews with a small group of international students at a research university and a nationwide survey involving 1,010 international students at 41 universities in China. A synthesis of the two studies’ findings pointed to low levels of online learning satisfaction, particularly among international students from Africa, those in undergraduate programs, those in life sciences and medical disciplines, and those studying at research-centered universities. Moreover, both studies revealed low emotional engagement significantly predicted international students’ online learning dissatisfaction. To enhance international students’ satisfaction, it is suggested that universities and teachers prioritize the building of student-centered online learning environments supporting international students’ emotional involvement and helping them feel a greater sense of belonging in online intercultural learning.

온라인교육의 편리성과 학업성취도 및 학습만족도의 관계

Objectives The purpose of this study was to investigate learners' perception and relationship with convenience of online education, academic achievement, and learning satisfaction and to help develop more effective online education methods by emphasizing the importance of convenience. Methods For an empirical survey according to the purpose of this study, a Google form-based questionnaire was conducted for beauty majors nationwide from March 24, 2021 to June 20, 2021, and a total of 402 questionnaires were collected and used as final analysis data. The collected data were analyzed through SPSS 21.0, and frequency analysis, factor analysis, reliability analysis, and multiple regression analysis were performed. Results An 83.3% of the gender in the survey was women, in the age group of 20s, and a vocational college garduates (including enrolled students) as their highest level of achievement in education. The reason for online beauty education for beauty majors was efficient use of time, and they responded positively to convenient learning methods and time savings in online education. In addition, as the convenience of online education increased, the practical and theoretical achievement, which are sub-factors of academic achievement, was increased. Also, followed by the increase of convenience, the learning satisafaction increased. Conclusions This study investigated the relationship between convenience, academic achievement, and learning satisfaction of beauty major learners, and as a result, the relationship was found to be significant in the effect of independent variable, an academic achievement and learning satisfaction. Therefore, in order to increase the academic achievement and learning satisfaction of beauty majors in online education, the convenience of online education must be accompanied, which is an essential element of sustainable beauty major online education

초등학교 고학년의 그릿(GRIT), 온라인 학습 만족도 및 학습전이 간의 관계에서 테크놀로지 자기효능감의 매개효과

This study was conducted to investigate the correlation between technological self-efficacy and GRIT, online learning satisfaction, and transfer of learning perceived by among elementary school students. It also aimed to verify the mediating effect of technological self-efficacy. To this end, a survey was conducted on 300 elementary school students. The collected data was analyzed using the SPSS 28.0 and SPSS Process Macro 4.1 program. The results were as follows; first, persistence in student effort showed a positive correlation with persisted interest, technological self-efficacy, online learning satisfaction, and transfer of online learning. In particular, online learning satisfaction and transfer of learning showed the highest positive correlation. Second, among the sub-factors of GRIT, the mediating effect of technological self-efficacy on persistant effort, online learning satisfaction, and transfer of learning was verified. These results imply that GRIT(perseverance of effort), belief in technology, and learning satisfaction are factors that can lead to a positive effect in online learning. It suggests that a strategy to promote these factors is required. This study is significant in that it verified the factors for enhancing the effectiveness of online learning in elementary schools.

Learners’ Perceived Self-Efficacy, Engagement, and Satisfaction in Online Learning of Accounting and Auditing University Students

The development of online learning is inevitable in the digital age and the Covid-19 pandemic context. The benefits and limitations of online learning are studied along with solutions to improve its efficiency. This study investigated how students’ perceived self-efficacy affects their learning online learning environment based on learner characteristics. With the data collected from 401 accounting and auditing students, the study evaluated the measurement model and tested the research hypotheses with the structural equation model (SEM), SPSS 20 and Amos 24. The finding validates that the level of online student engagement can be classified as: engagement for learning and engagement for social interaction. The results of the SEM analysis show a significant positive influence of online students’ perceived self-efficacy on their engagement in learning and on the satisfaction of students majoring in accounting and auditing. These findings contribute to the existing literature and practice that provide a framework for higher education to propose appropriate solutions to promote online learning or blended learning.

Online Learning Satisfaction Among the Zhumadian Vocational and Technical College Students

The COVID-19 pandemic has affected education at all levels in a variety of ways. Teachers and students around the world face this challenge together. As a result, online learning during the influenza pandemic has become a trend research topic. With its flexible, convenient, interactive, time-free and resource-rich characteristics, online learning has brought revolutionary new ways of learning. In this research, 62 college students from Zhumadian Vocational and Technical College, different genders and different places of origin, were selected as research subjects. Overall, the students surveyed were between 4 points and 4.5 points (Total score 5 points) satisfied with their online learning. It can be seen that during the epidemic period, the overall satisfaction of students in Zhumadian Vocational and Technical College with online teaching is relatively high, and there are still individual problems in the online learning of college students in Zhumadian Vocational and Technical College, which directly affect their satisfaction with online learning, such as insufficient online teaching interaction. Based on the above conclusions, this study puts forward relevant suggestions from the school level, the level of the online learning platform and the level of learners respectively, in order to play a certain role in improving the satisfaction of college students in online learning.

The role of institutional factors and cognitive absorption on students' satisfaction and performance in online learning during COVID 19.

With the rise of the Covid-19 pandemic, there has been a severe negative impact on all aspects of life, whether it be a job, business, health, education, etc. As a result, institutions, schools, colleges and universities are being shut down globally to control the spread of Covid-19. Due to this reason, the mode of education has a dramatic shift from on-campus to online learning with virtual teaching using digital technologies. This sudden shift has elevated the stress level among the students because they were not mentally prepared for it, and hence their academic performance has been adversely affected. So, there needs to figure out the underlying process to make online learning more productive. Thus, to obtain this objective, the present study has integrated the modified Technology Acceptance Model (TAM), Task Technology Fit Model (TTF), DeLone and McLean Model of Information Systems Success (DMISM) and Unified Theory of Acceptance and Use of Technology (UTAUT) model. A sample of 404 students was obtained, where 202 students were from the top ten public sector universities, and 202 were from the top ten private sector universities of Punjab. Structural Equation Modelling (SEM) was used to analyze the hypothesized framework using AMOS. The results reveal that institutional factors positively impact students’ performance mediated by user satisfaction and task technology fit. Similarly, institutional factors affect performance through mediation by user satisfaction and actual usage in sequence. Cognitive absorption was used as a moderator between institutional factors and user satisfaction. In the end, theoretical and practical inferences have also been discussed.

Interval-valued Pythagorean fuzzy multi-criteria decision-making method based on the set pair analysis theory and Choquet integral

This paper proposes a novel fuzzy multi-criteria decision-making method based on an improved score function of connection numbers and Choquet integral under interval-valued Pythagorean fuzzy environment. To do so, we first introduce a method to convert interval-valued Pythagorean fuzzy numbers into connection numbers based on the set pair analysis theory. Then an improved score function of connection numbers is proposed to make the ranking order of connection numbers more in line with reality in multi-criteria decision-making process. In addition, some properties of the proposed score function of connection numbers and some examples have been given to illustrate the advantages of conversion method proposed in the paper. Then, considering interactions among different criteria, we propose a fuzzy multi-criteria decision-making approach based on set pair analysis and Choquet integral under interval-valued Pythagorean fuzzy environment. Finally, a case of online learning satisfaction survey and a brief comparative analysis with other existing approaches are studied to show that the proposed method is simple,convenient and easy to implement. Comparing with previous studies, the method in this paper, from a new perspective, effectively deals with multi-criteria decision-making problems that the alternatives cannot be reasonably ranked in the decision-making process under interval-valued Pythagorean fuzzy environment.

Effects of Online Cooperative Learning on Students' Problem-Solving Ability and Learning Satisfaction.

As technology changes, it is becoming more common in education for students to acquire knowledge from sources other than just their teachers. In the face of a diverse student background, teachers have to make adjustments in their instruction so that students do not simply listen. Student-based educational philosophy aims to combine instructional methods with cooperative learning to allow students to change from passive learning to active knowledge construction, reinduce students’ learning motivation and passion, and enhance students’ self-learning effectiveness. Focusing on college students in Fujian Province as the research sample, 360 copies of a questionnaire were distributed for this study. After deducting invalid and incomplete ones, 298 copies remained, with a retrieval rate 83%. The research results showed significantly positive correlations between online cooperative learning and problem-solving ability, problem-solving ability and learning satisfaction, and online cooperative learning and learning satisfaction. According to the results, it is expected, in the digital era, to integrate information technology into the teaching environment and focus on learning objectives to create teaching software with a user-friendly interface, simple operation, learning process recording, and an interactive learning community in the teaching-learning process to develop the characteristics and effectiveness of digital teaching and learning.

Motivation and satisfaction in online learning during COVID-19 pandemic: A systematic review

<span lang="EN-US">The study summarized current studies on student motivation and satisfaction and identify research gaps for proposing studies for the next study. A total of 50 academic research papers on satisfaction and motivation during COVID-19 pandemic learning were published during pandemic era December 2019 to December 2020. There were 45,935 participants on the study with 357 elementary students, 478 middle-high students, 42,151 college students and 2,949 teachers. An important result of this study is a significant change in motivation and satisfaction. From the review, this paper updates a new database, with a wide range of student satisfaction and motivation through online learning during the COVID-19 pandemic, especially to improve student satisfaction and motivation for a successful learning process. Suggests that it can be considered an effective learning method. This study is beneficial for education experts, lecturers, teachers, trainers, and technologists who are interested in assessment, learning, guidance, design, and online-based learning environments during a pandemic or after a pandemic to increase motivation and satisfaction in learning.</span>

Medical students' self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school.

PurposeThis study examined medical students’ self-directed learning skills in online learning contexts, and whether there were any differences among the student groups (from pre-medical program year 1 to medical program year 2) amid the coronavirus disease 2019 (COVID-19) pandemic. It also explored the components of self-directed learning skills influencing their perceived learnring performance and satisfaction in online learning contexts.MethodsThis study used a cross-sectional survey design and convenience sampling. It was conducted in a Korean medical school, which delivered all courses online because of the COVID-19 pandemic. The self-directed learning skill survey, which included student satisfaction and perceived learning performance items, was disseminated over two weeks through email to the participants. The collected data were analyzed through descriptive statistics, analysis of variance, and multiple regressions.ResultsThe survey response rate was 70% (140/200). The overall mean of self-directed learning skills was 3.85. Students in medical year 2 showed the highest score (4.15), while students in medical year 1 showed the lowest score (3.69). The learning plan category score (3.74) was the lowest among the three categories. The pre-medical program year 1 students showed the lowest score in the perceived learning performance (3.16), and only the learning plan category impacted student satisfaction (t=2.605, p=0.041) and perceived learning performance (t=3.022, p=0.003).ConclusionWhen designing online learning environments, it is imperative to provide features to help students set learning goals and search diverse online learning resources. In addition, it is an effective strategy to provide the students in medical program year 1 with self-directed learning skills training or support for successful online learning.

Online learning satisfaction in higher education: what are the determining factors?

Covid-19 pandemic crisis has required the implementation of comprehensive online learning in Indonesia, including in the higher education institutions. Changes in the conventional way of face-to-face learning to online one provide both positive and negative responses, which will affect student learning satisfaction. This research aims to determine student satisfaction with the online learning which is associated with perceived technological complexity, student learning experience, online learning readiness, and presence of lecturers in online learning activities. This research employed a quantitative approach. Data were collected utlizing a google online questionnaire distributed through a network of lecturers. The samples were 439 students from state and private higher education institutions spreading across eight islands in Indonesia. Statistical analysis utilized the Structural Equation Model (SEM) in Stata 15. The results show that online learning satisfaction is positively influenced by student experience, online learning readiness, and the presence of lecturers in online learning. Moreover, online learning readiness can mediate student experience and online learning satisfaction but unable to mediate technology complexity and online learning satisfaction. These findings add to the literature on online learning satisfaction and provide direction for the solution of problems on online learning satisfaction. The proposed suggestion to higher education institutions is to encourage the development of online-based collaborative models and to provide a continuous experience for students.

Student Satisfaction in Online Learning of Islamic Higher Education in Indonesia during the Second Wave of COVID-19 Pandemic

This study aims to determine student satisfaction with online learning at UIN Raden Mas Said Surakarta Indonesia. In this study, the researchers developed new variables related to student satisfaction in online learning, such as student commitment, student independence, parental support, main source of support for online learning, student readiness, creative and innovative learning and effectiveness and behavioral intentions. The methodology used is a quantitative research method, with measurement and analysis using the smart-PLS application. The population in this study was all students of the UIN RMS Surakarta education faculty. The results of this study show that there were 412 respondents who filled out the questionnaire. After being processed using Smart-PLS there were three variables that were accepted: first, effectiveness has a significant effect on student satisfaction in online learning, second, student commitment has a significant effect on student satisfaction in online learning and third, student satisfaction has a significant effect on the behavioral intentions of students in online learning.

Perbandingan Algoritma C4.5 dan Naive Bayes Dalam Klasifikasi Tingkat Kepuasan Mahasiswa Terhadap Pembelajaran Daring

Since the spread of Covid-19, online learning is considered the main solution for universities so that the lecture process continues to run well, but in online learning there are many obstaclesfaced by students and lecturers, as for the obstacle, namely the location of the house is not covered by the internet network, student behavior is difficult to understand. monitored and absorption of material is very lacking and the obstacles faced by campus are the difficulty of knowing how big the level of student satisfaction in online learning is, on this problem, the author wants to evaluate the online learning system by first classifying the level of student satisfaction with online learning using the C4.5 algorithm. , based on the results of data processing that is deemed less convincing, data processing is also carried out using another classification method, namely the Naive Bayes method. Based on the results of the comparison of the two algorithms, the accuracy of the algorithmNaïve Bayes is better than C4.5 by a difference of 11.77%. That the accuracy rate of the algorithmC4.5 is 58.82% with the validity test using cross validation obtained the average value for the value of Class Precision Dissatisfied 0%, Class Precision Satisfied 66.67%, Class Precision Unsatisfied 0%, Precision Class Very Dissatisfied 0%. And the value of Class Recall Dissatisfied 0%, Class Recall Satisfied 90.91%, Class Recall Unsatisfied 0%, Class Recall Very Dissatisfied 0%. While the level of accuracy using the AlgorithmNaïve Bayes with the results of 70.59% with the validity test using cross validation obtained the average value for the value of Class Precision Dissatisfied 0%, Class Precision Satisfied 76.92%, Class Precision Unsatisfied 33.33%, Class Precision Very Dissatisfied 100% and Class values Recall Dissatisfied 0%, Class Recall Satisfied 90.91%, Class Recall Less Satisfied 25%, Class Recall Very Dissatisfied 100%.

STUDENT SATISFACTION IN ONLINE LEARNING TOWARDS LEARNING OUTCOMES IN BASIC TEACHING ABILITY COURSES

This study aims to determine, 1) The relationship between student satisfaction in online learning and student learning outcomes in basic teaching skills courses, 2) the effect of student satisfaction in online learning on student learning outcomes in basic teaching skills courses, odd semester of the academic year 2021/ 2022. This research was conducted in October - November 2021. The subjects in this study were all students who contracted 27 students' basic teaching skills courses and the objects of research were student satisfaction and student learning outcomes. The instruments used are questionnaires and tests. Data analysis was performed using the Pearson correlation test with a significance level of 0.05 and a regression test which resulted in conclusions as a result of the study. To find out whether or not there is a relationship and influence of each variable, the research data is processed using SPPS version 16. The results show that, there is a significant relationship between student satisfaction in online learning and student learning outcomes in the basic teaching ability subject in the medium category, and there is an effect of student satisfaction on online learning on student learning outcomes in the basic teaching ability course, by contributing 24.5%.

Learning Satisfaction of Learners and Curriculum Design under Different Online Teaching Platforms

Learner-centered online education philosophy has been applied extensively and online learning is appreciated by more people. With good interaction, enjoyments and simulation, online learning increases learning experiences and harvests of learners. However, since more online learning platforms focus on education technological development and ignore firsthand experiences of learners, they pay few attentions to learning satisfaction of learners. In this study, the influences of four curriculum design aspects of online teaching on learning satisfaction of learners were investigated by a questionnaire survey to students. Moreover, differences in learning satisfaction of learners caused by different online teaching platforms were analyzed. Results demonstrate that content design and activity design of online teaching can improve learning satisfaction of learners effectively, while object design and evaluation design fail to improve learning satisfaction of learners effectively. Samples used in different platforms have significant influences on learning satisfaction. Samples of different majors all show significant influences on learning satisfaction. Conclusions can provide important references on how to improve curriculum design quality of online teaching and increase the online teaching design ability and technological application ability of teachers to make university students become individual learning subjects and improve their online learning satisfaction.

LARGE-SCALE ONLINE LEARNING SUPPORTED BY INTELLIGENT DEVICES IN THE POST-PANDEMIC ERA

With the support of emerging technologies such as artificial intelligence and cloud computing, China began learning and teaching online in 2020 to control the spread of the pandemic and implement the "Classes are suspended, but learning continues" policy. Online learning and teaching require modified methods, management, and evaluation compared with traditional instruction. Moreover, teachers' and students' thinking styles and ways of communication have also changed in terms of practice, places of study and tasks. The large-scale online teaching-learning model has ushered in new teaching and learning reform trends in the post-pandemic era. Therefore, this study investigates students' and teachers' readiness for, acceptance of, and satisfaction about comprehensive online teaching and learning and explores the effect online learning has on students. To achieve the research aim, 67 students from one city and one village in China were surveyed.The results revealed that online teaching was met with medium levels of readiness and acceptance and gave little satisfaction. For students, attitudes toward learning, support (or lack thereof) from instructors, effective interactions, motivation to learn, and self-regulation influenced online learning satisfaction. In addition, the students' grade levels and locations.

Prevalence of medical students’ satisfaction with online education during COVID- 19 pandemic: A systematic review and meta-analysis

Background: Electronic (E)-learning is defined as the use of electronic tools for education, training, and communication.(ERT) is defined as use of alternative methods of teaching such as remote learning during a crisis circumstances Education, among many other sectors, has been profoundly affected by the spread of the coronavirus disease 2019 (COVID-19). More than 90% of the world’s students are unable to attend teaching sessions due to the COVID-19 pandemic. Methods: This study was conducted in accordance with the published guidelines for meta-analysis and reviews (PRISMA) reporting guidelines. A database and electronic search was performed on September 21st, 2021 using PubMed, Medline and Embase through the OVID platform, and ScienceDirect. We removed duplicates, and screened the title, abstract, and full texts of included papers. We included studies published only in English and excluded studies without sufficient data, case reports, editorials, and protocols. The quality of included articles was examined using the AXIS tool for cross-sectional studies, and the Newcastle–Ottawa scale for observational case-control studies. From the included studies, demographic and satisfaction with online education (OE) prevalence data were extracted and analyzed. We calculated the pooled prevalence of medical students’ satisfaction. Results: Eighteen studies with a total sample of 7,907 students were included in the meta-analysis. The pooled prevalence of medical students’ satisfaction with online education was 57% (95% CI: 47 - 67%). Publication bias was assessed and reported. Conclusions: The pooled prevalence of medical students’ satisfaction with online education was 57 %. Online learning satisfaction was associated with students’ prior experience with OE. The greatest benefit of OE is overcoming obstacles faced with learning Major challenges for implementing OE were technical and infrastructural resources.

Investigating students’ satisfaction in online learning: the role of students’ interaction and engagement in universities

ABSTRACT The study aims to examine the role of course evaluation and digital platforms in students’ online learning and satisfaction. The target population was students from public and private educational institutes in Pakistan. Data were gathered through an e-questionnaire and 652 responses were analysed using the partial least squares structural equation modelling (PLS-SEM). Resultantly, online learning significantly influenced students’ satisfaction while interaction demonstrated students’ positive engagement. Furthermore, the study highlighted the course evaluation and digital platforms in creating an eco-friendly environment that enhances satisfaction. The study extends online learning by incorporating predictors, such as course evaluation and digital platforms to operate higher educational institutes efficiently. The study is unique due to technology use in students’ e-learning that ultimately forms satisfaction.