A study of the determinants of postgraduate students’ satisfaction of using online research databases

Islam, A.Y.M. Atiquil; Sheikh, Arslan

doi:10.1177/0165551519834714

Cited by 19 publications

(22 citation statements)

References 58 publications

(94 reference statements)

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“…Almost all LC-students find the e-course in mathematical methods in psychological and educational researches informative and practically useful. Considering the positive attitude expressed by the majority of students towards e-courses and online learning, including at partner universities, this result is in good agreement with the findings of ( Islam and Sheikh, 2020 ) and ( Wu and Chen, 2017 ).…”

Section: Discussionsupporting

confidence: 88%

“…The technology satisfaction model reported in ( Islam and Sheikh, 2020 ) shows the association of perceived usefulness, computer self-efficacy and perceived ease of use with postgraduate students' satisfaction of using online research databases. The results presented in ( Wu and Chen, 2017 ) show that students' perceived usefulness is a significant mediator of the effects of perceived ease of use, task technology fit, reputation, social recognition and social influence on continuance intention also using MOOCs.…”

Section: Introductionmentioning

confidence: 99%

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Skepticism and learning difficulties in a digital environment at the Bachelor's and Master's levels: are preconceptions valid?

Сорокова

2020

Heliyon

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There are a number of beliefs and preconceptions concerning online learning in university digital environment. Are they valid? The study aimed to compare perceived learning experiences of students who completed the ecourse with flipped design, to identify the set of opinions common to the majority of students and assess differences of perceived experiences between graduate and undergraduate students. The target groups were students at the Bachelor's (N ¼ 183) and Master's (N ¼ 161) levels participating in e-courses in mathematical methods in psychological and educational researches (N ¼ 344 in total). The quasi-experimental study was conducted at the Moscow State University of Psychology and Education (MSUPE). Using cluster analysis method for each of the 5 thematic groups of the survey points, 2 clusters were identified, typical opinions spectrum of the respondents majority was characterized, and differences between learners at the Bachelor's and Master's levels in these clusters were estimated. (1) For only one topic regarding students' learning independence, interaction and engagement, the share of master's programs students in a large cluster significantly prevails, for the remaining 4 topics there were no differences: ca 70-75% of both levels students belonged to a large cluster. (2) Most students confirm the benefits of e-courses, no substantial difficulties were identified. This contradicts the preconception that older Master's level students more troublesome adapt to digital environment learning, experience more difficulties and are more critical. (3) Most respondents at both levels show a positive motivation for learning in a digital environment. This contradicts the preconception that graduate students are more skeptical of e-learning. (4) Most students confirm the interactive style of blended sessions' activities, i.e., mutual assistance and interaction with classmates and the instructor, but they more often perceive deficiency of personal contacts with the instructor and do not agree to replace face-to-face sessions with webinars and communication on forums. This set of opinions is more characteristic of graduate students. Perhaps this is partly a reflection of main beliefs of instructors supported the full-time education. (5) Almost all students find the e-course informative and practically useful. (6) Most of the respondents are characterized by careful answers to points concerning the use of dishonest strategies in online learning and the belief that dishonest strategies using is inevitable. Perhaps this is a reflection of their life experiences or an excuse for their own dishonest strategies. This problem requires further investigation.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Skepticism and learning difficulties in a digital environment at the Bachelor's and Master's levels: are preconceptions valid?

Сорокова

2020

Heliyon

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“…It was later validated in a Chinese university to measure students’ satisfaction with using wireless internet in learning activities (Islam et al, 2018 ). In 2020, Islam and Sheikh ( 2020 ) validated the relationships within the TSM in a Pakistani university. However, the TSM has not been validated to assess online learning platform success.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In other words, it is probable that university students with high computer self-efficacy find it easy to use online learning platforms as well as realize their value and benefits. In view of this, Islam and Sheikh ( 2020 ) suggested that more attention should be paid to the assessment of computer self-efficacy and its impact on students’ perceived ease of use and usefulness. Therefore, we hypothesize the following: H1.…”

Section: Hypothesesmentioning

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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“…As a result of emerging educational technology, researchers have introduced the idea of "computer self-efficacy," which refers to lecturers' confidence in their ability to use new technologies (Islam, 2015). CSELE was found by many researchers to be associated with students' PEOU and PU of various ICT applications such as computer simulation (Liu & Huang, 2015), wireless internet (Islam, 2014;Islam et al, 2018), research databases (Islam & Sheikh, 2020), and electronic textbooks (Chiu, 2017). However, this association has not been frequently demonstrated in Chinese university lecturers' ICT use.…”

Section: Hypotheses Of the Tsm Modelmentioning

confidence: 99%

Assessment of ICT in Tertiary Education Applying Structural Equation Modeling and Rasch Model

Islam

Crook

et al. 2020

SAGE Open

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Assessment studies using structural equation modeling and Rasch Model have long been prominent in all areas of educational psychology. Their emphases have covered, but have not been limited to, the improvement of quality in teaching, learning, and research as well as the pursuit of research productivity. However, such methodological approaches have rarely taken place in the arena of information and communication technology (ICT) in tertiary education. As such, this study assesses Chinese lecturers’ expression of ICT satisfaction through the technology satisfaction model (TSM). Data from 196 Chinese lecturers were collected using stratified random sampling and analyzed applying structural equation modeling and the Rasch model. The findings suggested that Chinese lecturers’ satisfaction around ICT use was explored by the three underlying antecedents of computer self-efficacy, perceived usefulness, and ease of use. Computer self-efficacy was evidently a powerful exogenous variable in assessing direct and indirect causal associations among the dimensions of TSM. In future research, it is recommended that assessment of Chinese lecturers’ ICT use for teaching and research purposes should be considered through structural equation modeling and the Rasch model. This would support future researchers, academicians, and practitioners in performing technological measurements in all the arenas of tertiary education.

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A study of the determinants of postgraduate students’ satisfaction of using online research databases

Cited by 19 publications

References 58 publications

Skepticism and learning difficulties in a digital environment at the Bachelor's and Master's levels: are preconceptions valid?

Skepticism and learning difficulties in a digital environment at the Bachelor's and Master's levels: are preconceptions valid?

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

Assessment of ICT in Tertiary Education Applying Structural Equation Modeling and Rasch Model

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