Feelings of satisfaction in mature students of financial accounting in a virtual learning environment: an experience of measurement in higher education

Abstract

Currently, the usefulness of ICT (Information and Communication Technologies) in the teaching-learning process has not been discussed; unlike distance learning, these new tools are used via technologies. The current approach to social development, supported by the exercise of innovation, learning and research, is undeniable. Within this framework, student satisfaction regarding blended e-learning has been studied. However, in distance university models, which are supported by virtual platforms, it is necessary to ask ourselves the following question: are students satisfied when they are not in a face-to-face classroom environment? The objective of this study is to analyse students' perceptions of their satisfaction levels in a virtual learning environment. In this evaluation, the students' generic skills were also considered, as well as their perception of the learning environment. The findings of the analysis seem to reveal that students have a high perception of satisfaction, considering students' perception and learning experience as a proxy of the feeling of satisfaction. Students' perceptions of the virtual learning environment and of their own skill, which also takes on high values, could have some type of effect on their overall satisfaction. A significant finding is that students with a high positive perception of their generic skills are also satisfied with the learning process and with the virtual learning environment. The validity of the three construct designed to measure the latent variables-feelings of satisfaction, acceptance of the virtual learning environment and students' self-perception on their generic skills-ensures their usefulness as variables of measurement.

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

“…Although the governments, universities and service providers have made significant investments in new technologies, the full benefit and value of online learning platforms has not yet been realized (Barclay et al, 2018 ; Lane et al, 2015 ), nor have students yet been as satisfied as expected (Chingos et al, 2017 ; Deng et al, 2019 ; Jiang & Zhao, 2018 ). This necessitates the implementation of continuous investigations on determinants of student satisfaction (Fırat et al, 2018 ; Herrador-Alcaide et al, 2019 ). On the one hand, governments, universities and service providers can target areas that need to be changed and improved based on the determinants of student satisfaction and thus enhance the online learning service quality through scientific, appropriate, effective and reliable methods (Cidral et al, 2018 ; Machado-Da-Silva et al, 2014 ).…”

The adoption of e-learning beyond MOOCs for higher education

“…E-learning systems that allow students online access to learning content have been on the rise for higher education (Herrador-Alcaide et al , 2019; Weidlich and Bastiaens, 2018; Zhu et al , 2018). Most universities have offered partial, blended, or fully online e-learning courses since the late 1990s (Park, 2009).…”

Teaching Disruption by COVID-19: Burnout, Isolation, and Sense of Belonging in Accounting Tutors in E-Learning and B-Learning

“…The Cronbach’s alpha takes values similar to other Spanish studies, e.g., [ 48 , 49 ]. It is also noted that prior papers validated Cronbach’s alpha above the normal value considered as the reference point when the number of items contained less than 10 items, e.g., [ 53 ].…”