Critical Success Factors for Online Education: Longitudinal Results on Program Satisfaction

Freeman, Lee A.; Urbaczewski, Andrew

doi:10.17705/1cais.04430

Cited by 14 publications

(17 citation statements)

References 30 publications

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“…Contrarily, a student's frustration and dissatisfaction may occur [40]. In one longitudinal study [41], it was shown that previous experience with an online course "at the same location" (using the same tools) is a predictor of program satisfaction, along with the course conduct (including the elements of course design).…”

Section: Students' Satisfaction With Online Learningmentioning

confidence: 99%

Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

et al. 2021

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In order not to lose continuity in education during COVID-19, universities mainly found the solution in Emergency remote teaching. Student satisfaction with online learning experience is one of the measures of the excellence of learning practice. Our goal was to test the hypothesis that the predictors of students’ satisfaction with emergency remote online learning are their prior experience, attitude toward online learning, their motivation, aspects of the learning situation they value (expectations), and their digital competencies. For estimating students’ satisfaction, a survey was created and disseminated, resulting with 547 responses from students of engineering education. Results showed that all students had some experience with online learning platforms and MS Teams. Attitude toward online learning in this situation was neutral, as well as the level of motivation. Their expectations were relatively high in comparison to their satisfaction with all relevant aspects of the online learning situation, while their digital competency was rather perceived as advanced. Our results showed that the prediction of the emergency remote online learning satisfaction for engineering students can be achieved based on previous positive experience with learning platform, motivation for learning in a specific situation, the importance they put to the learning achievement, and their level of digital competency.

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Section: Students' Satisfaction With Online Learningmentioning

confidence: 99%

Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

et al. 2021

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“…Although making a choice of online education delivery and support platforms, commonly known as learning management systems (LMS), might seem focal in this transition, quantitative studies have repeatedly shown this choice to be quite insignificant [10,14]. Preparing useful instruction guides can also be crucial, but the experience has shown that students do not pay much attention to the content of such guides [45].…”

Section: Transition To Online Learningmentioning

confidence: 99%

“…It is a subject of research in the field of computer‐supported collaborative learning. Some students attend graduate school not only to learn, but also to build professional and social networks for their first or next job, or for the opportunity to begin their own start‐up company [14]. This should not be forgotten in a transition to distance learning.…”

Section: Related Workmentioning

confidence: 99%

Education in times of crisis: Rapid transition to distance learning

Bojovic

Bojović

Vujošević

et al. 2020

Comp Applic In Engineering

101

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The COVID‐19 crisis is having a significant impact on the quality of life and future of young people; it can also lead to disruption in education. A disruption would pose a severe threat to the entire society in the postcrisis period. Therefore, educational institutions must respond quickly and ensure the continuity of the educational processes. Our research goal has been to develop and implement a model enabling a rapid transition from the traditional to the distance learning model in a state of emergency. Our focus has been on conceiving technical, organizational, and pedagogical changes that educational organizations need to implement to enable different interaction methods, ensure continuity, and provide high‐quality education. We have defined and implemented a model, which is described in detail in this paper, thus giving guidelines for a rapid transition to distance learning, which is not restricted to the crisis times only. We have evaluated our approach by monitoring the IT solutions and surveying students and teachers at the School of Computing, Union University of Belgrade. The results indicate the high satisfaction of these participants in the educational processes. They imply the acceptability of prolonged distance learning, if needed, and embrace the hybrid education model for the next generation of students.

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“…With the paradigm of industry 4.0, introduced in the early 2010s [108], new challenges are being faced worldwide. One of them is related to digital and technological employees that have been allowed to work and study remotely [109], and thus they are free to decide where to live [110]. A new technological generation of staff using the capability of the cyberspace has been developing in the past few years.…”

Section: How To Support Planning Policies To Mitigate the Territorial Imbalance Between Low-and High-density Areas In A New Technologicalmentioning

confidence: 99%

Sustainable Population Growth in Low-Density Areas in a New Technological Era: Prospective Thinking on How to Support Planning Policies Using Complex Spatial Models

Gomes

2020

Land

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Urban development is the result of the interaction between anthropogenic and environmental dimensions. From the perspective of its density, it ranges from high-density populated areas, associated with large cities that concentrate the main economic and social thrust of societies, to low-density populated areas (e.g., rural areas, small–medium-sized cities). Against the backdrop of the new technological and environmental era, this commentary offers insights on how to support spatial planning policies for sustainable urban growth in low-density areas. We propose the integration of technological drivers such as Internet networks, telecommuting, distance-learning education, the use of electric cars, etc. into the complex spatial models to project and thus to identify the best locations for urban development in low-density areas. This understanding can help to mitigate the disparities between high- and low-density populated areas, and to reduce the inequality among regions as promoted in the UN 2030 Agenda for Sustainable Development Goals.

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Critical Success Factors for Online Education: Longitudinal Results on Program Satisfaction

Cited by 14 publications

References 30 publications

Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

Education in times of crisis: Rapid transition to distance learning

Sustainable Population Growth in Low-Density Areas in a New Technological Era: Prospective Thinking on How to Support Planning Policies Using Complex Spatial Models

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