Learners’ Satisfaction and Commitment Towards Online Learning During COVID-19: A Concept Paper

Abstract

This study offers a comprehensive literature review on the gaps related to online learning efficiency and a structured conceptual model. The findings would be favourable for the learners, lecturers, future researchers, universities and other educational institutes. This study has presented the results of a systematic literature review on the factors affecting the efficiency of online learning and how they impact on satisfaction and commitment of learners. To conduct the literature review, approximately 40 empirical studies were reviewed and analysed. The results reveal that several factors, including academic issues, accessibility issues, technological skills, mental well-being and lecturer commitment, impact depreciating the online learning efficiency, which has made a significant impact on learner satisfaction and learner commitment during the COVID-19 pandemic. If the pandemic would continue, the institutes can use the deliverables to figure out the difficulties encountered by the learners during the pandemic, how to prevent those issues and to search for a solution: to re-open the universities following necessary health guidelines or to resume delivering education online. The literature evaluates the impact of online learning efficiency on learners’ satisfaction and commitment, and there are no adequate empirical studies available for testing the online learning efficiency with respect to learners’ satisfaction and commitment. Hence, in identifying several gaps related to online learning efficiency, this study offers a new structured conceptual model.

The Antecedents and Consequences of Study Commitment to Online Learning at Higher Education Institutions (HEIs) in Cambodia

“…The Logistic regression predicts that gender, the effect of online learning, permanent address, and home WIFI connection contributed to the students' willingness to have online education in the post-COVID-19 pandemic. The paper addresses a gap in the literature by contributing students' study commitment at the Cambodia's HEIs about learning capability, technical arrangement, psychological climates, faculty climates, perceived self-efficacy, academic support, and learning satisfaction [27][28][29][30][31][32][33]. The results of SEM argue that a conceptual model to explore key consequences and antecedents of students' study commitment to online learning is explained by various theoretical backgrounds, including social learning theory, self-efficacy theory, social identity theory, and social cognitive theory.…”

“…A research result of 127 engineering students shows that self-efficacy was the semester mark predictor [31]. While Cownie (2019) raises the importance of academic support in maintaining students' study commitment [32], Ranadewa et al (2021) reveal a positive relationship between study commitment and learning satisfaction towards online courses during the COVID-19 pandemic [33]. As first Cambodia's modern university founded in the post-French colony, the RUPP has provided students with a face-to-face learning environment.…”

Master Students’ Perceptions of Online Teaching and Learning during the Pandemic

“…Several pieces of research conducted during the pandemic period have been focused on identifying the perception of students or teachers regarding online teaching and learning (Martin et al, 2019;Kulal & Nayak, 2020;Priyadarshani & Jesuiya, 2021;Butnaru et al, 2021;Scherer et al, 2021), on measuring the level of satisfaction of online education beneficiaries (Almusharraf et al, 2020;Nasir, 2020;Ranadewa et al, 2021), on identifying the advantages and disadvantages of online education (Butnaru et al, 2021;Coman et al, 2020;Debeş, 2021;Maatuk et al, 2021), having, in general, ascertaining-ameliorating purpose. Teachers have been constantly focused on improving their skills in online teaching and improving teaching strategies, optimizing learning factors, motivating students, advising them, and creating a teacher-student and student-student distance relationship, even improving their well-being, realizing in this way their importance and role in the educational process which was moved to the online space.…”

Rendimiento del alumnado en un entorno semi-virtual durante el aprendizaje de la asignatura Experimentación en Ingeniería Química II. Comparación con el escenario presencial

“…Lógicamente, todos estos cambios debidos al uso de metodologías no presenciales, produjeron un impacto sobre la eficacia del aprendizaje y, adicionalmente, sobre la satisfacción del alumnado y profesorado (Ranadewa et al, 2021;Sancho Fernández et al, 2021). Las afectaciones que sufrió la actividad educativa fueron incluso más palpables en asignaturas experimentales, que implican necesariamente la presencialidad en determinados entornos, como puede ser un laboratorio, campo, taller, etc para adquirir todos los resultados de enseñanza-aprendizaje requeridos en la experimentación.…”