Satisfaction Of Undergraduate Students Research Articles

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.

Evaluating Student Satisfaction: A Small Private University Perspective in Japan

This study investigates undergraduate student satisfaction at a small private university in Japan, focusing on factors like social environment, instructors, facilities, support, academic grit, and student engagement. Given Japan's demographic challenges and the heightened competition in higher education, understanding these factors is crucial for student retention and institutional stability. The study employs a quantitative approach, analyzing data from a sample that mirrors the university's demographic composition. Key findings reveal that instructors, facilities, and support significantly influence student satisfaction, with distinct variations observed when analyzed by gender and academic year. In contrast, grit and engagement were not statistically significant predictors; their roles in the broader educational context warrant further exploration. This study reveals actionable strategies to elevate student satisfaction at a small private Japanese university, addressing institutional, administrative, and instructional dimensions. Recommendations include upgrading facilities and enhancing the social atmosphere to foster a conducive learning environment, focusing on faculty development to improve instructional quality, and tailoring engagement strategies to meet gender-specific and year-specific needs. These measures aim to mitigate challenges like declining enrollment and student attrition by creating a more fulfilling university experience and strengthening the institution's reputation and appeal.

Factors Influencing ASEAN Undergraduate Student Satisfaction with Guangxi’s Universities

Factors Influencing ASEAN Undergraduate Student Satisfaction with Guangxi’s Universities

Determining Levels of Satisfaction with Online Learning at Private Higher Education in London

The purpose is to investigate and understand the satisfaction levels of mature undergraduate students engaging in online learning within the context of private higher education institutions in London. As the landscape of higher education evolves, with an increasing reliance on online platforms, it is crucial to explore how this mode of education aligns with the unique needs and expectations of mature learners pursuing undergraduate degrees. The study employs a structured survey instrument to collect data on various dimensions of satisfaction, aiming to provide valuable insights into the factors influencing mature undergraduate students' experiences in online learning. The research methodology involves a survey administered to a diverse sample of mature undergraduate students in private higher education institutions offering online programmes. The survey encompasses questions about overall satisfaction, determinants of satisfaction, interactivity engagement, support services, technical training and demographic variations. Data analysis involves applying statistical techniques such as descriptive statistics, to draw meaningful conclusions regarding the satisfaction levels of mature undergraduate students with online learning. The anticipated findings of this research have the potential to inform private higher education institutions, educators, and policymakers about the specific areas of online learning that contribute most significantly to mature undergraduate student satisfaction. Identifying strengths and areas for improvement will enable institutions to tailor their online learning environments to meet this demographic's needs better. Ultimately, the research aims to contribute valuable insights to the ongoing discourse surrounding enhancing online education experiences for mature undergraduate students in the private higher education sector. Keywords: Mature Undergraduate Students, Online Learning, Student Satisfaction, Private Higher Education

Factors Affecting the Undergraduate Student's Satisfaction in Short-Term Online Courses: A Case Study of Vietnamese Pedagogical Students

Factors Affecting the Undergraduate Student's Satisfaction in Short-Term Online Courses: A Case Study of Vietnamese Pedagogical Students

학부 유학생 대상 교양 교육과정 개발을 위한 요구 분석

The purpose of this study is to develop a high-quality liberal arts curriculum for International Students of Academic Purpose. The direction of development was proposed by investigating and analyzing the in-depth needs of undergraduate international students and instructors. The subjects of the study were International Students and instructors at ‘K’ University, and the results of the demand survey were analyzed and presented by conducting a focus group interview. The contents discussed based on the analysis results of this study are as follows. In order to increase the satisfaction of undergraduate students in the liberal arts curriculum, it is essential to develop specialized courses for international students separately from Korean students. In addition to the currently opened Korean language classes, various subjects based on core competencies should be opened. In particular, it should not be limited to classes centered on Korean language and Korean culture. Furthermore, when opening a new subject, not only the level of learners should be considered, but also the learning content and educational environment where local learning is conducted to learn the region should be prepared separately. In addition, it is necessary to provide international students with subjects on convergence topics that have recently been emphasized, and to try various ways of teaching through active support from instructors.

Factors influencing student satisfaction and intention to stay in the hospitality and tourism program

ABSTRACT This study aimed to study factors affecting hospitality and tourism student satisfaction and their intention to stay in the program. A model with nine factors was proposed and tested. The results showed that curriculum, hospitality & tourism degree commitment, student life, self-efficacy, and goals positively affect undergraduate student satisfaction with the program whereas curriculum, hospitality & tourism degree commitment, student life, and financial support affect their intention to stay in the program. This study also tested all hypothesized relationships to see if those relationships differ between underclassmen and upperclassmen. Implications for hospitality and tourism educators and administrators are provided.

Creation of an audio guide of the faculty of arts at the UPV/EHU: satisfaction of translation and interpreting students

ABSTRACT This paper presents the perceived satisfaction of undergraduate students of translation and interpreting who have taken part in the creation of a multilingual, accessible and inclusive audio guide for the Faculty of Arts at the University of the Basque Country (UPV/EHU). A selection of students carried out the translation and proofreading of texts describing architectural spaces of the building, while others provided the recording in one of the languages of the audio guide (Spanish, Basque or English). Data on their satisfaction were collected through a questionnaire circulated in 2020. Results show that students involved in the project differed in their knowledge on accessibility and audio guides, but completed the project generally satisfied with the process and product. In addition, participants were aware of the benefits of such participation for their professional careers, for the institution as well as for the blind and people with low vision that may have need of this audio guide. The questionnaire served as the culmination of the students’ learning process and helped them reflect on the experience, which serves as an example of a learning process aiming to serve the community and easily exportable to other scenarios.

KEPUASAN BELAJAR PEMBELAJARAN DARING PADA MAHASISWA PRODI S1 KEPERAWATAN STIKES HORIZON KARAWANG

In the midst of the COVID-19 pandemic, one of the steps of utilizing network technology and information technology in universities is by online learning. Online learning is the best solution for teaching and learning activities. with online learning, it will provide students with the opportunity to be able to take a lesson or course, although with online learning can still provide quality learning services for students. With online learning, it is hoped that it can provide satisfaction to students will carry out the learning process. The purpose of this research is to find out the influence of online learning on the learning satisfaction of undergraduate students of Nursing Stikes Kharisma Karawang. The type of research to be used is quantitative research. Descriptive analysis research design with cross sectional approach with respondents of all students of S1 Nursing Stikes Kharisma Karawang study program which amounted to 527 students. The results showed that as a large number of respondents stated that the learning process is quite good, as a large number of respondents feel quite satisfied with the online learning conducted during the covid-19 pandemic, and there is an influence of the learning process on the satisfaction of undergraduate nursing students reviewed from the dimension of satisfaction at STIKES Karisma Kawawang. 
 
 Keywords : online learning, student satisfaction

Online Learning and Emergency Remote Teaching in Higher Education during COVID-19: Student Perspectives

There is no universal response for institutions in higher education on how to handle the continuity of education during the radical transformation all across the world during COVID-19. Online learning is often used as a synonym for emergency remote teaching, however, both methods have fundamentally different characteristics that differ in implementation and effectiveness. This study aims to investigate student perceptions concerning online learning and emergency remote teaching (ERT) during the global pandemic. An importance-performance analysis (IPA) was used to determine the perceived satisfaction of undergraduate students. This mixed-method study expands earlier research addressing concerns with ERT and adds to the body of knowledge by investigating how ERT is perceived by university students in Northeastern Thailand. Responses from a self-administered survey were collected and analyzed (n=287). Based on descriptive analysis, it was decided to conduct 14 unstructured interviews to investigate particular findings more thoroughly. The study identified that the students largely view ERT as inferior compared to traditional classroom teaching. Moreover, the students claimed both lack of social interactions with peers and inability to seek academic support as the primary reasons. This study informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration.

Pengaruh Kualitas Pembelajaran Terhadap Kepuasan Mahasiswa

The research do to identified how description about quality learningwhich has been given by teacher to students, to identified howdescription about students satisfaction and to find out howsubstantial the influence of quality learning toward studentssatisfaction research on business management STIEB PerdanaMandiri Purwakarta 2017 are 86 students. The data sources used inthis research were primary and secondary data, data collectiontechnique used was using by questionnaire, data measurement usedwas Likert scale using validity and reliability and data analysistechnique used is simple linear regressions. The result of thesignificant test (t test) in this research was t count = 32.316 and asignificance of 0.000. the procedure for finding table statistics withcriteria for the level of significance (?=0.1) for the two-party testand df or dk (degrees of freedom) = total data - 2 or 88-2 = 86. Sowe get t_(table ) = 1,991 Thus, t_(count )?t_(table ) or 32.316 1.991and the probability value is 0.05 more than the Sig value (0.05 >0.000), then Ha is accepted and Ho is rejected, meaning that it issignificant and the value of R = 0.961 and the coefficient ofdetermination (Rsquare ) of 0.924 ( is the square of the correlationcoefficient or 0.961 x 0.961 = 0.924 ). This means that learningaffects the satisfaction of undergraduate students of the BusinessManagement Study Program while attending lectures 92.4%. Whilethe remaining 7.6% is determined by other factors.

Difference Analysis of Employment Attempt in the Structural Relationships among Career Adaptability, Career Preparation Behavior, Job-seeking Stress, and Life Satisfaction of Undergraduate Students in Korea

목적 본 연구에서는 대학생을 중심으로 진로적응성, 진로준비행동, 취업스트레스와 삶의 만족도 간의 구조적 관계를 살펴보고, 취업시도에 따른 각 구인의 평균차이를 분석하고자 한다. 방법 이를 위하여 경기도 소재 대학생 261명을 대상으로 해당변인에 대한 설문조사를 실시하였다. 구조방정식 모형을 통해 진로적응성이 진로준비행동을 예측하고 상기 구인들이 취업스트레스를 예측하며, 이들이 다시 삶의 만족도를 예측하는 구조모형을 분석하였다. 또한 잠재평균분석을 통해 대학생의 취업시도 경험에 따른 상기 구인들의 평균차이를 살펴보았다. 결과 진로적응성은 진로준비행동을 정적으로 예측하였고, 진로준비행동은 취업스트레스를 정적으로 예측하였다. 또한 진로적응성, 진로준비행동, 취업스트레스 모두 삶의 만족도를 정적으로 예측하였다. 한편, 취업시도의 경험이 있는 그룹에서 진로적응성, 진로준비행동, 삶의 만족도에 대한 평균이 취업시도를 하지 않은 그룹보다 유의하게 높게 나타났다. 결론 진로적응성과 진로준비행동을 증진시키기 위한 대학의 진로프로그램 개발 시, 취업스트레스 관리와 삶의 만족도 추구라는 상위 목표를 함께 고려할 수 있는 상담프로그램이 연계될 필요가 있다. 또한 취업시도도 진로에 대한 적응적인 특성을 높일 수 있는 학습형태로 여겨질 수 있으며, 이를 촉진시킬 수 있는 프로그램들이 탄력성 있게 운영될 필요가 있다.

Increasing undergraduate student satisfaction in Higher Education: the importance of relational pedagogy

ABSTRACT How to increase student satisfaction is a question that Higher Education institutes have become increasingly focussed on. While previous research indicates a number of factors can contribute to student satisfaction, teaching has been found to be of high importance. This study interviewed students and staff in a UK university that had achieved high student satisfaction ratings in a national survey. The programme leader interviews (n8) and student focus groups (n20) discussed the teaching and learning behaviours that seemed to increase and decrease satisfaction levels. The study revealed new insights regarding the fundamental importance that students place on warm and respectful interactions with staff in the context of trusting relationships. The students particularly emphasised staff approachability, empathy, sensitivity and caring. The staff also thought relationships were important but put more emphasis on course organisation. Staff training and institutional evaluations which take account of relational pedagogy would be helpful in increasing student satisfaction. However, sensitive and caring teaching needs to be supported by secure jobs and adequate staffing levels so that teachers have the time and peace of mind to develop these quality relationships.

Perceived Satisfaction of Emergency Remote Teaching: More Evidence from Thailand

The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change and conversion of entire courses to emergency remote teaching caused concern for not only educators, but also students that had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research expands a case study that sought to examine the perceived satisfaction of undergraduate students with the emerging paradigm of ERT. Responses based on empirical data (n=450) as well as secondary data (n=219) were analyzed to conclude that, in particular, younger freshmen students struggled more with online emergency remote teaching than their older peers. Furthermore, the study identified numerous similarities between both data samples. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Furthermore, the paper concludes with recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.

A Survey: E-Learning Affects, Satisfaction and Sentiments of Students of Shaheed Benazir Bhutto University Shaheed Benazirabad,Pakistan

In this paper authors have concluded the satisfaction of undergraduate students about the e-learning (electronic learning) during pandemic situation. The data is collected through research questionarrie from 94 students of Information Technology departmentof Shaheed Benazir Bhutto University, Shaheed Benazirabad. From the total participants 75.5% were male and 24.5% were female. from the result analysis we concluded that those students who are already computer literate and established financial background they managed to learn by home however those who have lack of computer knowledge, belongs from the rural areas and unavailability of internet facility they are not supposed to manage the online classes. few students reports that they don’t have computing devices and internet facility therefore they come at the friend’s residency to attend the online class or to attempt the online examination. As we asked one open-ended question to share their experience about the online learning, from that response we have calculated overall sentiments about the students through the MonkeyLearn online tool, results of sentiments shows that 55.3% positive emotions and reset of the students showed negative emotions about the online learning.

Predicting student satisfaction of emergency remote learning in higher education during COVID-19 using machine learning techniques.

Despite the wide adoption of emergency remote learning (ERL) in higher education during the COVID-19 pandemic, there is insufficient understanding of influencing factors predicting student satisfaction for this novel learning environment in crisis. The present study investigated important predictors in determining the satisfaction of undergraduate students (N = 425) from multiple departments in using ERL at a self-funded university in Hong Kong while Moodle and Microsoft Team are the key learning tools. By comparing the predictive accuracy between multiple regression and machine learning models before and after the use of random forest recursive feature elimination, all multiple regression, and machine learning models showed improved accuracy while the most accurate model was the elastic net regression with 65.2% explained variance. The results show only neutral (4.11 on a 7-point Likert scale) regarding the overall satisfaction score on ERL. Even majority of students are competent in technology and have no obvious issue in accessing learning devices or Wi-Fi, face-to-face learning is more preferable compared to ERL and this is found to be the most important predictor. Besides, the level of efforts made by instructors, the agreement on the appropriateness of the adjusted assessment methods, and the perception of online learning being well delivered are shown to be highly important in determining the satisfaction scores. The results suggest that the need of reviewing the quality and quantity of modified assessment accommodated for ERL and structured class delivery with the suitable amount of interactive learning according to the learning culture and program nature.

Lessons Learned: A Comparative Study about the Perceived Satisfaction of Emergency Remote Teaching in Thailand

The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change and conversion of entire courses to emergency remote teaching caused concern for not only educators, but also students that had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research expands a case study that sought to examine the perceived satisfaction of undergraduate students with the emerging paradigm of ERT. Responses (n=669) based on empirical data as well as secondary data were analyzed to conclude that, in particular, younger freshmen students struggled more with online emergency remote teaching than their older peers. Furthermore, the study identified numerous similarities between both data samples. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Furthermore, the paper concludes with recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.

College Student Satisfaction Typology and Its Relationship With Engagement Patterns

College Student Satisfaction Typology and Its Relationship With Engagement Patterns Jihee Hwang (bio) and Felix Wao (bio) College student satisfaction and engagement are important indicators of the quality of student learning experiences and outcomes in higher education. Researchers have found student satisfaction to be positively related to student persistence and academic success (Kuh, 2009; Strahan & Credé, 2015). On the other hand, student engagement "represents the time and effort students devote to activities that are empirically linked to desired outcomes of college and what institutions do to induce students to participate in these activities" (Kuh, 2009, p. 683). The extent to which students express satisfaction with their educational experience and overall success is influenced by the extent to which they are engaged in the college experience (Korobova & Starobin, 2015). Therefore, understanding the level of student satisfaction and how this relates to engagement patterns is important for practitioners at institutes of higher education to foster an institutional environment which students are both engaged in and satisfied with various aspects of their college experience (Webber et al., 2013). One way to achieve a better understanding of the closely related concepts of student satisfaction and engagement is to uncover the dynamics between them—only partially addressed by researchers to date (Webber et al., 2013). Using student satisfaction as the sole data source provides an incomplete picture of what students experience on campus, because student satisfaction surveys pertain only to students' personal perceptions and evaluations of their experiences. Student satisfaction should be examined as a multifaceted construct rather than as a single dimension (Strahan & Credé, 2015). Using a global satisfaction measure (with questions such as "Are you satisfied with your institution overall?") as a foundation for making institutional decisions is problematic. For example, students may have had a very poor experience with parking spaces, which may have an unduly negative impact on their satisfaction overall even when their academic advising experience was satisfactory; thus, disaggregating multifaceted dimensions of student satisfaction is important to better understand students' experiences and viewpoints (Thomas & Galambos, 2004). We classified student satisfaction groups based on 5 dimensions of satisfaction measured by a home-grown Student Satisfaction Survey (SSS) and examined students' engagement patterns in relation to the groups identified. We focused on two research questions: Based on data collected from the SSS, can students be classified into groups that have distinctive satisfaction patterns? How do satisfaction groups differ in their engagement patterns? METHOD Data Collection and Sample The data used in this study were drawn from the Student Satisfaction Survey (SSS) and the National Survey of Student Engagement (NSSE) administered at a large research university located in the Midwest. The SSS [End Page 118] instrument consists of 25 items measured using a 5-point Likert scale. It is administered every spring semester via email. In Spring 2016, 3,114 undergraduate students responded, yielding a 16% overall response rate. In the same semester, the institution also participated in the NSSE: 1,314 first-year students and 2,029 senior students completed that survey, yielding an overall response rate of 28%. The final sample for this study comprises first-year and senior students who responded to both the SSS and the NSSE (N = 1,185: 505 first-year students and 680 senior students). This sample was derived in two steps. First, of the students who responded to the SSS, only undergraduate students were included in order to identify clusters of undergraduate student satisfaction. For the second stage of the analysis, the satisfaction clusters to which the undergraduate students belonged were considered in relation to their NSSE responses. The NSSE is designed to collect data from first-year and senior undergraduate students, as both these groups of students are regarded as being in critical transition, that is, at a point of entry and a point of exit, respectively (Gardner & Van der Veer, 1998; Hurtado et al., 1996). For this reason, we focused on the satisfaction typology and engagement patterns of first-year (FY) and senior students (SR). Variables To identify student satisfaction variables, we performed an exploratory factor analysis for the 25 items included in the SSS, which resulted in 5 scale items: academic experiences, academic advising, campus involvement, campus diversity, and student support...

Un estudio comparativo del grado de satisfacción de los estudiantes de los diferentes campus de una universidad pública

This research objective was to know the level of satisfaction of undergraduate students of a public university with academic and support services applying the cumulative satisfaction approach. An ex post facto, descriptive, transversal study was designed. The sample included 1,121 students from four out of five campi. Results showed that students are satisfied with academic and support services, though at different levels. In consequence, actions are demanded to standardize quality level. Interior and exterior security in the campi is an area of opportunity that requires immediate attention. Cumulative satisfaction approach proved to be useful to make comparisons between different organizations and for benchmarking purposes.

A Study on Undergraduate Students’ Satisfaction of the Self-regulated English Class based on the Utilization of Movies

The purpose of this study is to investigate the effects of self-regulated English class based on the utilization of movie, Good Will Hunting for the consequent learning satisfaction of undergraduate students. To find out the students’ learning satisfaction of this instructional class method, this study utilized a questionnaire and interview with 82 students for the analysis. The questionnaire consisted of questions on subject opinions about cognition, learning motivation and learning behaviors. The difference in satisfaction between the experimental group and the control group was analyzed using the independent t-test. The results of this study were as follows. First, it showed effects in power of memory, meta-cognitive ability, and cognitive ability. Second, it had a substantial effect on controlling emotion, keeping moderate tension and learning motivation. Lastly, it had a positive effect on the undergraduate students’ satisfaction for learning practice, time management and behaviors. However, it did not enhance comprehensive ability, learning motivation, or utilizing learning sources. This study holds significance in observing how cognitive ability, learning motivation, and learning behavior of students are influenced by self-regulated English class based on utilization of movie. (Jungwon University)