Predictors Of Student Satisfaction Research Articles

Maximizing student satisfaction in education: Instagram's role in motivation, communication, and participation

Educators from various disciplines are using interactive components and brief videos in social media to create engaging and effective learning experiences. This study examines the integration of Instagram in higher education, focusing on short videos to teach economic concepts. Although social media's potential to enhance learning is recognized, there is limited understanding of its impact on communication, participation, and motivation among students. This research fills this gap by exploring the most effective ways to use Instagram to improve these aspects, aiming to increase student satisfaction.We present an exploratory theoretical model and test it on 338 Business Administration students. Using structural equation modeling with partial least squares (PLS-SEM), we analyze the relationships between Instagram usage, communication, participation, and motivation as predictors of student satisfaction. This approach is relevant for educators seeking to enhance student engagement through digital methods and offers a framework for further research. The findings reveal a significant correlation between Instagram usage and improved communication, participation, and motivation, leading to higher student satisfaction. This study contributes to the literature by providing empirical evidence of Instagram's positive impact on learning experiences and offers a theoretical model to guide future research and strategy development in educational settings.

Quality of instructor, fear of COVID-19, and students’ anxiety as predictors of student satisfaction and academic effort in online classes

The online form of education has been intensively used worldwide for many years and gains additional importance in emergencies such as the COVID-19 pandemic, natural disasters, and wars, when it becomes the dominant form of class delivery. Besides the recent pandemic, the world is now facing wars and the threat of their spread, making the research on the impact of fear and anxiety on human behavior relevant. The student population already faces increased depression and anxiety, which affect their behavior; therefore, it is crucial to investigate their impact on academic behavior in an online context during disruptions to the educational process. Consequently, this research focuses on analyzing student satisfaction and their academic effort and performance with online education during the COVID-19 pandemic. The empirical part of the study involves investigating the impact of instructor quality, fear of COVID and students’ anxiety on student satisfaction with online classes and students’ effort and performance at the higher education institutions in Croatia during the COVID-19 pandemic. A quantitative study was conducted on a sample of 359 respondents, students from two universities in Croatia. Results showed that the quality of instructor has a positive effect on student satisfaction and that student satisfaction positively affected students’ academic effort. Results also suggested that emotional reaction in fear of COVID-19 affected anxiety reported by students, but emotional fear reactions to COVID-19, and anxiety alike, did not affect academic effort of students, nor their satisfaction with online classes.

Digital Divide and University Students’ Online Learning amidst Covid-19 Pandemic in Malaysia

Abstract The advent of digitalization has been hailed as a remedy to mitigate the impact of the Covid-19 pandemic. However, it has also brought to light the existence of a digital divide, exacerbating the hardships faced by those who are digitally excluded. Amidst the turmoil of the crisis, there has been limited attention given to addressing the digital divide in developing countries including Malaysia. In response, Malaysian universities swiftly transitioned to online learning to curb the spread of the contagion. Nonetheless, this rapid shift has inadvertently marginalized underprivileged students, hindering their access to the benefits of online education. Employing the three-level digital divide framework, this study aims to probe into the extent of the digital divide among Malaysian university students and evaluate its progression. Through mean score and frequency analyses, we assessed the magnitude of the digital divide among these students. Furthermore, we employed partial least squares structural equation modeling to gauge the flow of the digital divide from the initial level to the third level. Subsequently, we examined the mediating roles of material access, digital skills, and digital usage. The findings revealed that the digital divide persists across all three levels among university students in Malaysia. The path analysis lends support to all proposed hypotheses, with the exception of digital usage as a predictor of student satisfaction and as a mediator.

An Empirical Investigation of Business Student’s Satisfaction on Online Learning Environment

This study aimed to identify the factors that explain the online learning environment of business students. The descriptive correlational research design was used to examine and explore the variables among 360 business students enrolled in three Higher Education Institutions in Northern Mindanao, Philippines. A Raosoft sample size calculator was utilized to compute the sample size reinforced with single-stage cluster sampling. The questionnaire was adapted from four different sources and the content was validated by experts in the field. Descriptive statistics, Pearson’s correlation, and multiple regression were applied to the data gathered to determine relationships among the variables and examine the degree of predictive influence of the independent variables on the dependent variable. The results revealed that engagement strategies are important in online learning, and business students in higher education manifest a high level of the educational atmosphere, specifically on ethics and professionalism. Engagement strategy and educational atmosphere have a significant relationship to the quality of e-learning and student satisfaction; Educational atmosphere is a predictor of the quality of e-learning, while engagement strategies, educational atmosphere, and quality of e-learning are predictors of student satisfaction. Further, all dimensions of engagement strategies and educational atmosphere are important in online learning and can provide opportunities for students to explore the learning environment for a quality and satisfactory online learning experience.

The Importance of Teacher-Student Relationship for Distance Learning During Covid-19 Pandemic

Online education has become mandatory in all countries since the Covid-19 pandemic. In order to provide practical inspiration for schools to improve online learning and teaching efficacy, and satisfaction, we explored the distance learning experience of 427 upper secondary school students in Italy. Rather than focusing on the relevance of digital tools and abilities, as most e-learning studies do, we focused on the function and influence of the teacher-student relationship and how online learning affects that connection. The study’s findings revealed that even if the technology was the central focus of upgrading the educational system, the satisfaction for the Distal Learning education is heavily based on teachers’ ability to maintain a high-quality relationship. Indeed, the quality of the relationship is a far better predictor of student satisfaction, with online education satisfaction having substantially higher coefficients than technology satisfaction, even controlling for both teachers’ and students’ technological knowledge. We also found a significant moderating effect in the interaction between quality of the relationship and technology satisfaction, implying that when students are satisfied with the technology used in online education, a high-quality relationship with teachers can boost satisfaction.

Interaction satisfaction with university police: Procedural justice and perceptions of safety and fear on campus

We investigate student satisfaction with university police interactions in the context of the practice of procedural justice. Drawing from a telephone survey project with a randomized sample of 1,400 university students, we identified 56 respondents who indicated direct contact with campus police. Student perceptions of university police officer conduct is evaluated through: (a) student satisfaction with campus police contact, (b) individual-level predictors of satisfaction, (c) contextual predictors of satisfaction, (d) student perceptions of campus safety, and (e) student fears of victimization on campus. The data are analyzed using multiple logistic regression models assessing the impact of procedural justice measures on student perceptions. We find that procedural justice is a significant predictor of student satisfaction across police interactions. However, it has no impact on student feelings of safety and mitigating circumstances for fear of victimization on campus across gender.

Investigating critical factors influencing the acceptance of e-learning during COVID-19

Background: In order to prevent the spread of the Covid-19 virus, a temporary interruption of teaching and educational activities in classrooms occurred. Most schools and faculties were forced to switch from traditional to online teaching. Purpose: This research aims to examine the key factors influencing students' intention to use e-learning, as well as predictors of student satisfaction with online teaching during the Covid-19 pandemic. Study design/methodology/approach: The analysis includes 312 students on the territory of the Republic of Serbia who use e-learning. Reliability analysis, confirmatory factor analysis and structural equations modeling are applied in the paper. Findings/conclusions: It is found that course design significantly affects perceived usefulness, perceived ease of use and quality of e-learning, and perceived usefulness and quality of e-learning are the main drivers of student satisfaction. Then, perceived usefulness, perceived ease of use and satisfaction with online teaching are important predictors of the attitude towards the use of e-learning, and attitude is an important driver of the intention to use e-learning. The results of the research and the implications derived from them can be helpful to educational institutions in creating, introducing and implementing e-learning, as well as increasing student satisfaction with online teaching during the pandemic. Limitations/future research: The limitation of the research stems from the selection of the sample (students). In addition, the research was conducted on the territory of Serbia, so the results cannot be generalized. Third, the possible bias of the respondents in giving answers can lead to wrong conclusions. The recommendation for future research is to examine the attitudes of professors who use e-learning, in addition to students. Another recommendation is to do a segment analysis (by gender, year of study) in order to develop specific strategies for each segment. Another suggestion is to compare students' opinions on e-learning and traditional ways of learning.

La imagen institucional y el cumplimiento misional como predictores de la satisfacción estudiantil

Las variables imagen institucional y el cumplimiento misional como predictores de la satisfacción estudiantil, hacen parte de una investigación cuantitativa de tipo correlacional, aplicada a 352 estudiantes de las 20 Instituciones Educativas Adventistas de la Unión Colombiana del Sur. El propósito es conocer la correlación existente entre la satisfacción del estudiante como receptor de los servicios del sistema educativo adventistas, y las variables de imagen institucional y cumplimiento misional, para efectos de fidelización y retención de los estudiantes actuales. Se realizó un análisis de regresión lineal múltiple por el método de pasos sucesivos, mediante el cual se encontró que las variables, percepción de la imagen institucional y percepción del cumplimiento misional explican un 47.9% la varianza de la satisfacción estudiantil.

Community of Inquiry (CoI) Framework and Course Design as Predictors of Satisfaction in Emergency Remote Teaching: Perspectives of Hospitality Management Students

The Community of Inquiry (CoI) is a popular framework to measure meaningful engagement and communication in distance learning environments, where it is claimed that three interactive elements of presence (teaching, social, and cognitive) enhance the quality of education and learning outcomes. However, research suggestslack of empirical evidence on its efficacy in emergency remote teaching. Using a noteworthy research contribution on CoI as the central subject of this research, we examined its applicability in remote teaching environment as a predictor of student satisfaction. In doing so, we tested the proposition that course design variables mediate the relationship between CoI and student satisfaction. A theoretical model is developed and tested using data collected from 621 hospitality students from an Institute of Eminence in India. Students were electronically queried to capture the data within a 10-day time frame. The data collected using a 34 item CoI scale, 6 item course design scale, and 6 item online course satisfaction scale were analysed using structural equation modelling and PROCESS macro 3.4 - Model 4. Overall, the results showed that the proposed model fits the observed relationships and teaching presence is the primary determinant of satisfaction. Likewise, the results implied partial mediation by course design on the relationship between CoI elements and satisfaction. We believe that this model could serve as a guide to possible future studies to explore the relevance of CoI framework in emergency remote teaching. The outcomes provide significant theoretical and practical contributions to the key stakeholders to design a satisfying online curricula as part of blended learning for the post COVID-19 era.

Predictors of Perceived Learning Outcomes, Satisfaction, and Continued Use Intention in SAP ERP-Enabled Courses

Enterprise resource planning (ERP) systems allow businesses to achieve high performance through distinctive capabilities and are one of the fastest growing areas within information systems. Many universities have adopted ERP in their management information systems (MIS) curriculum to increase the marketability of their students. Drawing on the IS success model and several constructive learning theories, this study develops a model that is predictive of students' continued ERP software use intention, satisfaction, and perceived learning outcomes. SAP is the ERP system used in this study. Business students at four mid-sized state universities in the United States were surveyed. The universities are members of the SAP University Alliance. There were 373 usable responses. Partial least squares structural equation modeling (PLS-SEM) was used to empirically test the model. The findings indicate that student motivation, perceived instructor support, and ERP system quality are strong predictors of student satisfaction, and learning outcomes. Student motivation and ERP system quality, but not perceived instructor support, are also significant predictors of continued use intention.

Factors that influence e-learning adoption by international students in Canada

In recent years, the global higher education sector is increasingly adopting technology enhanced learning as part of the drive towards innovation in teaching and learning. In order to design and implement a successful e-learning environment, educational providers need to understand students' perceptions of e-learning. This pilot study examines the factors that affect students' intentions to adopt e-learning, namely individual user differences, perceived ease of use, perceived flexibility of use and student satisfaction. Data were collected from 151 international students studying in a Canadian public college via an online questionnaire. Multiple regression analyses revealed that the best predictor of student satisfaction was perceived ease of use, while the best predictor of intention to adopt was perceived flexibility of use. An examination of individual user differences such as gender, age, education, frequency of use and previous e-learning experience revealed that only frequency of use emerged as a predictor of intention to adopt e-learning. The findings provide important insights for colleges and higher educational institutions that are interested in the design and delivery of e-learning courses that would lead to student satisfaction and higher e-learning adoption rates. Further discussion and implications are provided.

National student survey metrics: where is the room for improvement?

The purpose of this study is to use machine learning and exploratory data analysis to interrogate patterns of metrics from a national-level student survey. Analysis of over 1.8 million returns detected long-term stability of the predictors of student satisfaction, with survey items relating to course management and teaching being consistently most influential. All metric outputs increased over the survey period; however, the rates of increase of several dimensions including Overall Satisfaction decreased markedly in the most recent years to a point of levelling off. There was also a growing similarity in an institution of outcomes at a national level. This study contributes new insights into the influential survey instrument, through rigorous determination of the most influential survey items, descriptions of the changes in variability between institutions, and exploration of the importance of patterns of outliers at the extremes of the metric outputs. We also identify a rapidly growing spike in total satisfaction at a broad course level and highlight how this is inconsistent with a customer satisfaction model. We conclude by considering the challenges of the use of national-level student surveys for the management of student satisfaction in higher education.

Examining Self-Efficacy and Academic Commitment in Organic chemistry I/II Courses

Event Abstract Back to Event Examining Self-Efficacy and Academic Commitment in Organic chemistry I/II Courses Tracy Brown - Fox1, 2, 3* and Rosalyn Lang1, 2, 3* 1 Johnson C. Smith University, United States 2 Faculty of Natural Sciences and Mathematics, United States 3 Center for the Study of Metacognitive Variables, United States Colleges and universities are studying metacognitive variables such as resilience, self-efficacy, and academic commitment to predict enrollment patterns and academic performances in traditional courses. Herein, we report the results from a study that examine the relationship between these variables and student performances in organic chemistry. The results show a direct positive correlation between academic commitment and student success in organic chemistry, regardless of external factors (e.g. work, extra-curriculum activities, personal issues, etc.) and perceptions (i.e. chemistry is hard) of the course. Acknowledgements Center for the study of Metacognitive Variables References Kuo, Yu-Chun. Interaction, Internet Self-Efficacy, and Self-Regulated Learning as Predictors of Student Satisfaction in Distance Education Courses. Dissertation, 2010. Bautista, R. G. OPTIMIZING CLASSROOM INSTRUCTION THROUGH SELF-PACED LEARNING PROTOTYPE. Journal of Technology and Science Education, 2015. Keywords: self-efficacy, Academic Commitment,, Organic Chemistry, metacognition, Metacognitive variables Conference: National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) 45th Annual Conference , Orlando, Florida, United States, 17 Sep - 20 Sep, 2018. Presentation Type: Oral Presentation Topic: Organic Chemistry Citation: Brown - Fox T and Lang R (2019). Examining Self-Efficacy and Academic Commitment in Organic chemistry I/II Courses. Front. Chem. Conference Abstract: National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) 45th Annual Conference . doi: 10.3389/conf.fchem.2018.01.00038 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 19 Oct 2018; Published Online: 17 Jan 2019. * Correspondence: Dr. Tracy Brown - Fox, Johnson C. Smith University, Charlotte, United States, browntracyr@gmail.com Dr. Rosalyn Lang, Johnson C. Smith University, Charlotte, United States, rlang@jcsu.edu Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract Supplemental Data The Authors in Frontiers Tracy Brown - Fox Rosalyn Lang Google Tracy Brown - Fox Rosalyn Lang Google Scholar Tracy Brown - Fox Rosalyn Lang PubMed Tracy Brown - Fox Rosalyn Lang Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

Predictors of student satisfaction in a large psychology undergraduate program.

Predictors of student satisfaction in a large psychology undergraduate program.

Un nuevo reto para las universidades: la evaluación de la calidad de la gestión de los Trabajos de Fin de Grado

Introducción: La universidad española se ha enfrentado recientemente al reto de gestionar la preparación de los estudiantes para la realización de los Trabajos de Fin de Grado (TFGs). Este nuevo requisito impuesto por la legislación para la obtención del título de Graduado/a ha significado la implicación de la práctica totalidad del profesorado y del alumnado universitario que finaliza sus estudios de grado. Este trabajo plantea la conveniencia de monitorizar los procesos de calidad en la gestión de los TFGs con objeto de evaluar su idoneidad desde la perspectiva de los estudiantes. Método: Se sometió a evaluación por parte de 118 profesores universitarios una encuesta confeccionada para evaluar la calidad de la gestión de los TFGs. A partir de las aportaciones del profesorado se remodeló la encuesta cuyo formato final se ofrece en el Anexo. Durante los años 2012 a 2014 se aplicó dicha encuesta en la que participaron 1422 estudiantes. Resultados y discusión: Se observa una idónea consistencia interna de las cinco escalas que componen la encuesta. Es imprescindible la introducción de mejoras en los aspectos que pronostican mejor la satisfacción de los estudiantes: formación de los tutores, establecimiento de criterios más eficientes y transparentes para los tribunales encargados de evaluar los TFGs, mejora de la calidad de la información proporcionada a los estudiantes para enfrentarse al TFG y adecuar la asignación de créditos para ajustarlos al grado de dedicación de los estudiantes en su elaboración.

Predictors of Graduate Student Satisfaction in Public Administration Programs

Existing public administration master’s degree programs face challenges of reduced federal funding, increasing competition among programs, and high student expectations of tangible career benefits. Student satisfaction is one characteristic of public administration master’s degree programs that can help enhance the benefits of master’s degree education and improve program quality. Student satisfaction in public administration graduate degree programs has not been extensively studied. Given this gap in the literature, the socialization experiences of students in public administration programs were studied. Approximately 500 current graduate students from various public administration master’s degree programs across the nation participated in the study. Major findings regarding the predictors of student satisfaction are reported in this paper.

Flipping Quantitative Classes: A Triple Win

ABSTRACTIn the “flipped” class, students use online materials to learn what is traditionally learned by attending lectures, and class time is used for interactive group learning. A required quantitative business class was taught as a flipped classroom in an attempt to improve student satisfaction in the course and reduce the “transactional distance” (perceived barriers to engaging with the instructor, other students, technology, and course content) and increase satisfaction.Analysis indicated improvements to both transactional distance and student satisfaction in the flipped classroom. Multiple regression analysis quantified the extent of which each transactional distance was a predictor of student satisfaction. The improved satisfaction in the flipped classroom was predicted by the improvement in transactional distances between students, students and the instructor, and students and the instructional technology used in the class.The conclusions from this study suggest that the flipped classroom is a particularly good pedagogical strategy for quantitative classes. It allows the instructor to increase student satisfaction (a win for the students) in a course in which it is usually low without compromising academic standards (a win for the teachers). Finally, increased satisfaction leads to increased retention and hence increased revenues for the institution, which is a win for the administration.

Revisiting Zhang’s scale of transactional distance: refinement and validation using structural equation modeling

Transactional distance has been defined as barriers to students’ engagement with learning in the online environment. This research updates Zhang’s (2003) scale of transactional distance, which quantified the extent of the barriers, in light of the massive changes in today’s web-based learning environment. The resulting revised scale of transactional distance (RSTD) is a parsimonious version with 12 elements (compared to 31 original) that measure the transactional distance between student and teacher, student and student, and student and content. The RSTD has excellent factorial validity and reliability, yields better fit statistics, and is easier and less time-consuming to apply. The transactional distance values are unique predictors of student satisfaction, which is correlated to learning and persistence (a major concern with massive open online courses). This information can form the basis for a systematic approach to improving the design of today’s contemporary open, flexible, distance education courses and thus serve as a valuable tool for researchers and educators alike.

Predictors of Student Satisfaction with University Psychology Courses: A Review

Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrolments. In this paper, we review the student satisfaction literature, with a focus on undergraduate psychology. Searches of relevant databases and reference lists were used to source articles for this narrative review. Evidence regarding institutional, teaching, and student variables associated with student satisfaction is discussed. Teaching variables, particularly teaching quality and expertise, tend to show the strongest relationships with student satisfaction. Institutional variables, such as services, facilities, image, and research activity, are also important. Individual student characteristics including achievement and attitudes have been associated with psychology students' satisfaction. Recommendations to improve satisfaction include helping psychology students to develop accurate expectations of courses, facilitating teaching quality and style that matches psychology students' preferred thinking styles, and assisting students to develop self-efficacy and other positive attitudes. Further research to understand and improve psychology students' satisfaction would be beneficial.

Using transactional distances to explore student satisfaction with group collaboration in the flipped classroom

In the 'flipped' classroom, students use online materials to learn what is traditionally learned by attending lectures, and class time is used for interactive group learning (IGL). IGL differentiates the flipped class from a traditional class and is touted as what makes the flipped class reflective of how higher education will change. In this paper, we use transactional distance (TD) and relative proximity theory (RPT) to hypothesise collaboration factors that could model student satisfaction in a flipped class. An instrument based on these factors was administered to a total of 84 students enrolled in two sections of a flipped operations management course over two semesters and EFA, SEM and CFA analyses determined it to be valid and reliable. Multiple regressions were used to determine which factors were statistically significant unique predictors of student satisfaction in the flipped classroom. The findings of the research imply that neither instructors nor students should be left to 'sink or swim' when first exposed to the flipped classroom. Instead, instructors should be incentivised to develop the skills required to be an effective learning, or cognitive, coach and students should be instructed in teaming skills as part of the flipped classroom experience.