A scoping review of Critical Predictive Factors (CPFs) of satisfaction and perceived learning outcomes in E-learning environments

Yunusa, Abdullahi Abubakar; Umar, Irfan Naufal

doi:10.1007/s10639-020-10286-1

Cited by 67 publications

(57 citation statements)

References 70 publications

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“…None of the studies had examined the effect of students' satisfaction on their perceived academic performance. The previous empirical findings have highlighted the importance of examining the factors affecting student satisfaction (Maqableh & Jaradat, 2021;Yunusa & Umar, 2021). Still, none of the studies has examined the effect of course design, quality of instructor, prompt feedback, and students' expectations on students' satisfaction all together with online classes during the pandemic period.…”

Section: Implications Of the Studymentioning

confidence: 99%

Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

2021

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The aim of the study is to identify the factors affecting students’ satisfaction and performance regarding online classes during the pandemic period of COVID–19 and to establish the relationship between these variables. The study is quantitative in nature, and the data were collected from 544 respondents through online survey who were studying the business management (B.B.A or M.B.A) or hotel management courses in Indian universities. Structural equation modeling was used to analyze the proposed hypotheses. The results show that four independent factors used in the study viz. quality of instructor, course design, prompt feedback, and expectation of students positively impact students’ satisfaction and further student’s satisfaction positively impact students’ performance. For educational management, these four factors are essential to have a high level of satisfaction and performance for online courses. This study is being conducted during the epidemic period of COVID- 19 to check the effect of online teaching on students’ performance.

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Section: Implications Of the Studymentioning

confidence: 99%

Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

2021

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“…In recent years, an increasing number of technology platforms have been widely adopted to support learning in higher education (de Souza Rodrigues et al, 2021;Habib et al, 2021;Mpungose, 2020;Su & Chen, 2020;Turnbull et al, 2019;Yen et al, 2018;Yunusa & Umar, 2021). For instance, learning management systems (LMSs) have been considered to be one of the most important and indispensable online learning tools and platforms (Coates et al, 2005;Turnbull et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities

et al. 2021

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Student satisfaction is of great significance in online learning, but few studies have explored its determinants in emerging countries. This study investigated the determinants of university students’ satisfaction with online learning platforms in China through applying the Technology Satisfaction Model during the COVID-19 pandemic, when an unprecedented amount of learning began to take place online due to the closure of educational institutions. A total of 928 students from five universities in four Chinese provinces or municipalities were surveyed through a purposive sampling technique and analyzed through structural equation modeling and the Rasch model. Findings show that Chinese university students’ satisfaction with online learning platforms is directly and indirectly impacted by their computer self-efficacy and the perceived ease of use and usefulness of the platforms. Findings also show that regional differences moderate the associations among these components. The current study adds to theoretical, methodical and practical understanding of university students’ satisfaction with using online learning platforms, which have been recognized as irreplaceable emergency educational tools.

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“…The relationships between the learning environment and students' cognitive and affective outcomes, such as motivation, efficacy, and engagement (Allen and Fraser, 2007;Alqurashi, 2016;Xu et al, 2020), have become one of the most important lines of inquiry in studies of the learning environment. The results of these studies have provided convincing evidence that the role of instructors is a significant determinant or predictor of student learning outcomes in both traditional and online learning settings (Eom et al, 2016;Martin et al, 2018;Yunusa and Umar, 2021).…”

Section: Literature Review the Role Of Instructors In The Online Learning Environmentmentioning

confidence: 90%

“…In online learning environments, perceived instructional support includes timely and constructive feedback, clear instructions and explanations, and various scaffolding strategies from instructors (Lee et al, 2011;Martin et al, 2018;Mamun et al, 2020). Instructional support is a critical predictor of students' satisfaction and perceived learning outcomes in asynchronous online learning settings (Mullen and Tallent-Runnels, 2006;Yunusa and Umar, 2021).…”

Section: Literature Review the Role Of Instructors In The Online Learning Environmentmentioning

confidence: 99%

“…Many studies exploring the relationship between the learning environment and learning outcomes have indicated that instructors, a key predictor of satisfaction and perceived learning, help to improve student learning outcomes or satisfaction in online learning settings (Martin et al, 2018;Yunusa and Umar, 2021). Instructors have been found to be capable of motivating students to learn through instructional support (Mullen and Tallent-Runnels, 2006) and instructor innovation (Lee, 2011).…”

Section: Students' Perceived Learning Outcomes and Learning Satisfactionmentioning

confidence: 99%

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How Do University Students’ Perceptions of the Instructor’s Role Influence Their Learning Outcomes and Satisfaction in Cloud-Based Virtual Classrooms During the COVID-19 Pandemic?

et al. 2021

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This study examined the relationships between the role of the instructor and university students’ learning outcomes in cloud-based classrooms during the COVID-19 (coronavirus disease 2019) pandemic. The results of an online survey of 7,210 university students in mainland China revealed that the students’ perceived learning outcomes and learning satisfaction were positively related to instructor innovation and negatively related to instructor performance. Instructional support was positively related to the students’ perceived learning outcomes but not directly related to their learning satisfaction. The students’ academic self-efficacy mediated the influence of instructional support and instructor innovation on their perceived learning outcomes and learning satisfaction. The results contribute to knowledge of the role instructors play in facilitating students’ learning outcomes in higher education and suggest ways to improve the learning environment and learning outcomes, especially in cloud-based virtual classrooms.

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A scoping review of Critical Predictive Factors (CPFs) of satisfaction and perceived learning outcomes in E-learning environments

Cited by 67 publications

References 70 publications

Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities

How Do University Students’ Perceptions of the Instructor’s Role Influence Their Learning Outcomes and Satisfaction in Cloud-Based Virtual Classrooms During the COVID-19 Pandemic?

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