A class of one: Students’ satisfaction with online learning

Landrum, Brittany; Bannister, Jennifer Florence; Garza, Gilbert; Rhame, Susan

doi:10.1080/08832323.2020.1757592

Cited by 95 publications

(91 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The convenience and flexibility of online classes were found to be linked with student and faculty satisfaction [ 42 , 43 ]. In the current study, students agreed they were satisfied with the flexibility offered during online learning, and more than three-quarters of faculty thought it was valuable for students to have access to online courses worldwide.…”

Section: Discussionmentioning

confidence: 99%

Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges

Elshami

Taha

Abuzaid

et al. 2021

Medical Education Online

228

146

View full text Add to dashboard Cite

Online learning has become the new normal in many medical and health science schools worldwide, courtesy of COVID-19. Satisfaction with online learning is a significant aspect of promoting successful educational processes. This study aimed to identify factors affecting student and faculty satisfaction with online learning during the new normal. Online questionnaires were emailed to students (n = 370) and faculty (n = 81) involved in online learning during the pandemic. The questionnaires included closed-and open-ended questions and were organised into two parts: socio-demographic information and satisfaction with online learning. Descriptive statistics were used to analyse the responses to the satisfaction scales. Students' and faculty responses to the open-ended questions were analysed using the thematic analysis method. The response rate was 97.8% for students and 86.4% for faculty. Overall satisfaction among students was 41.3% compared to 74.3% for faculty. The highest areas of satisfaction for students were communication and flexibility, whereas 92.9% of faculty were satisfied with students' enthusiasm for online learning. Technical problems led to reduced student satisfaction, while faculty were hampered by the higher workload and the required time to prepare the teaching and assessment materials. Study-load and workload, enhancing engagement, and technical issues (SWEET) were the themes that emerged from the thematic analysis as affecting student and faculty satisfaction. Adopting a combination synchronous and asynchronous approach, incorporating different applications to engage students, and timely feedback are imperative to increasing student satisfaction, while institutional support and organisational policy could enhance faculty satisfaction.

show abstract

Section: Discussionmentioning

confidence: 99%

Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges

Elshami

Taha

Abuzaid

et al. 2021

Medical Education Online

228

146

View full text Add to dashboard Cite

show abstract

“…Sufficient research is available on the social presence that validates its importance for successful, and effective online teaching, and learning (Oztok & Brett, 2011). Several pieces of researches have demonstrated the relationship between students' satisfaction, and the social presence in online learning (Caskurlu, Maeda, Richardson, & Lv, 2020;Landrum., Bannister, Garza, & Rhame, 2020…”

Section: Social Presence and Online Learningmentioning

confidence: 99%

Students Fear of COVID-19, Psychological Motivation, Cognitive Problem-Solving Skills and Social Presence in Online Learning

Munir

Saeed

Shuja

et al. 2021

International Journal of Education and Practice

View full text Add to dashboard Cite

Online learning has been considered a successful source for reaching learners anywhere, and anytime despite all challenges for decades. This twofold study was designed to explore how COVID-19 fear affected students' social presence in online learning, and how their internal psychological resources such as motivation moderated to make their online learning experience successful in public, and private universities. A crosssectional, descriptive, and correlational research design was carried out by using a simple random sampling (N=244 students from Public sector universities, and N=178 students from Private universities). Online structured questionnaires were developed to collect data by using Google forms. The study found fear of COVID-19 highly insignificant in relationship with Social Presence, while Cognitive Problem-Solving Skill was significant with Psychological Motivation in Public Sector universities. Psychological Motivation also exhibited a strong positive and significant correlation with Cognitive Problem-Solving Skills. The study concluded that in Public Sector Universities, the existence of fear of COVID-19 was accompanied by greater psychological motivation among students, resulting in an increase in their cognitive problem-solving ability. While in Private Sector universities fear of COVID-19 was seen having a significant relationship with Social Presence, Cognitive Problem-Solving capability, and Psychological Motivation. In Private Sector universities, fear of COVID-19 was also accompanied by greater psychological motivation among students, resulting in an increase in their social presence.

show abstract

“…Bakerson et al (2015) states that in online learning, the learners are offered unique opportunities for an engaging learning environment. In an online learning environment, face to face interaction is replaced by virtual interaction which provides convenience and flexibility (Bower et al, 2015;Hoi et al, 2018;Landrum et al, 2020;Smith et al, 2019). Virtual learning provides unique features of a learning management system, for instance, authoring tools, rubrics, feedback tools, chat discussion, comment field, assignment submission, and files or document sharing.…”

mentioning

confidence: 99%

Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia

Rojabi¹

2020

Engl. Lang. Teach. Educational. Journal

103

View full text Add to dashboard Cite

An internet connection has been crucial in the era of globalization to enhance human activities in various activities of economic, culture, defense, and many others, especially in the EFL classroom setting. Microsoft Teams as an innovative online learning platform provides unique features to enhance its potential to help EFL teachers to conduct better interaction as well learning environment in online learning. This research aimed at exploring students’ perceptions of online learning via Microsoft Teams. The study was conducted with twenty-eight sixth-semester students at Open University (Universitas Terbuka-UPBJJ Jember). Data were collected by using questionnaires to gain information about the EFL students’ perception of online learning via Microsoft Teams. The questionnaire was distributed to the students through Google forms after all materials in online learning had been conducted. The questionnaires data obtained were analyzed descriptively. The finding of the research revealed that online learning via Microsoft Teams is categorized as something new for the students but this interaction and learning environment motivated students in participating online learning, as a result, they can easier to comprehend the learning materials.

show abstract

A class of one: Students’ satisfaction with online learning

Cited by 95 publications

References 22 publications

Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges

Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges

Students Fear of COVID-19, Psychological Motivation, Cognitive Problem-Solving Skills and Social Presence in Online Learning

Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia

Contact Info

Product

Resources

About