Afghan Students’ Satisfaction From Online Learning During Covid-19 at Kandahar University, Kandahar, Afghanistan

Abstract

This purpose of this study was to examine the satisfaction of Afghan students from online learning during COVID-19 at Kandahar University, Kandahar, Afghanistan. This research used a quantitative approach, and the learners were from several departments of Education Faculty as well as they were selected through random sample. Similarly, the questionnaire was the main instrument of this study. As well as, three hundred and forty students took participation. After collecting the data, it was analyzed by implementing IBM 24 version of (SPSS). Moreover, the findings of this research indicated that majority students were not satisfied from distance education because learners could not learn from online education compare to traditional classroom setting, learners did not have access to internet-based learning through computer or smartphone, students did not prefer web-based learning, and learners did not seek the same descriptions of lessons on online learning process compare to traditional method of classroom. Also, online learning did not able students to learn independently. However, they were somehow satisfied from the role of teachers who played their role as a facilitator during e-learning process.
 JEL Classification Codes: A19, B10, B25, C10, C53

Investigating Challenges Facing Afghan University Students During Covid-19 Outbreak

“…Almost all students found online learning less useful and preferred returning to campus-based face-to-face education. Other studies conducted with Afghan university students also confirmed the dissatisfaction students expressed with online learning in this study (Hashimi, 2021;Himat et al, 2021). Likewise, survey data from 878 higher education stakeholders, with 81.7% comprising university students from various discipline areas, in India showed that 86.3% of the respondents preferred face-to-face education over online education (Nail et al, 2021).…”

Satisfaction of female students at the college of education with distance field training in light of some demographic variables

“…The results of the current research agree with several study results indicating students' satisfaction with online courses (Ali, 2021;Al-Kaf & Al-Balushi, 2021;Chanchalor & Powichai, 2003;Hazeri & Farzin-Yazdi, 2015;Kahawan, 2014;Manhray, 2015;Ong & Lai, 2006;Sharhan, 2003). However, these results, along with other results, indicate that students are not satisfied with the experience of ecourses in general and the distance field training in particular (Himat et al, 2021;Shehat & Al-Amri, 2022).…”

Supporting Student Experience During the Pandemic and Beyond

“…Access to adequate broadband and suitable study spaces was identified in this study and in other explorations of the pandemic student experience (Himat et al, 2020;Neuwirth, 2020;), and although this may impact all students it is likely to be a more significant challenge for students from equity groups. Inequalities in access to online teaching have been identified as a concern amongst school leaders (Trinidad, 2021) and in the context of HE a survey commissioned by the UK regulator found "a significant number of students whose access to remote education is being disruptedsometimes severelyby poor access to core digital infrastructure" (Office for Students, 2020d, np), setting up a review of students' digital poverty as a result.…”