Satisfaction with Online Learning among Sohag University Students

Mohamed, Eman; Ghaleb, Alaa; Abokresha, Seham

doi:10.21608/jhiph.2021.193888

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…The problem of satisfaction with the online learning process is now relevant and is being actively considered by researchers [3,4,[8][9][10][11][12]. Satisfaction with distance learning is understood as an integrated concept reflecting the degree of realization of a student's social expectations from educational activities at the university, formed in the process of their socialization [13]; the subjective, emotionally colored assessment of the quality of certain objects and the conditions of educational activity, including interpersonal relationships [14]; emotional and personal attitude, which consist of motivation and subjective experiences associated with the process and result of achieving the goal [15].…”

Section: Introductionmentioning

confidence: 99%

Students Satisfaction with Online Higher Education during the COVID-19 Pandemic

Arsenijević¹,

Belousova

Tushnova

2023

Education Sciences

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The digital educational environment is not new in the modern world, but in the context of the COVID-19 pandemic, the transition to online learning has become necessary and fast. This offered the possibility to study various characteristics of objects and subjects in the digital educational environment. During the pandemic, universities worldwide were forced to switch to online learning, creating a global educational experiment with results to be comprehended and theoretically reflected upon. The significance of this scientific reflection is important for understanding the characteristics and factors that influence student satisfaction with online learning, as well as for anticipating possible ways to improve its effectiveness. This research aimed to study the characteristics of satisfaction with online learning during the COVID-19 pandemic in connection with the elements of the Community of Inquiry (CoI) online learning model. The study involved 808 students (M = 22.5, SD = 2.4 (53.3% men)) from 6 countries (Serbia—30.8%, Bosnia and Herzegovina—8.5%, Croatia—8.9%, Romania—21.8%, Russia—25.2%, Slovenija—4.7%). A total of 808 students responded to a questionnaire measuring the levels of cognitive, social, and teaching presence in distance learning. Satisfaction with online learning has been shown to positively correlate with cognitive, social and teaching presence, and overall CoI presence. The results of the Kruskal-Wallis test showed that satisfaction with online learning does not differ among students with different levels of academic performance; however, the subjective assessment of the element of social presence “Tools and platforms for online learning allow students to work with each other” is significantly higher among students with low academic performance. Satisfaction with online learning and the elements of the CoI model is different in study groups with varying degrees of online learning presence, as well as different in students whose training included different elements of online learning. The conclusions obtained in this study will make it possible to organize the digital educational environment more effectively by managing the elements of the CoI model.

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Section: Introductionmentioning

confidence: 99%

Students Satisfaction with Online Higher Education during the COVID-19 Pandemic

Arsenijević¹,

Belousova

Tushnova

2023

Education Sciences

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A Comprehensive Approach for Monitoring Student Satisfaction in Blended Learning Courses

Gaftandzhieva,

Doneva,

Bliznakov

2023

Cybernetics and Information Technologies

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Due to the great importance of student satisfaction with educational services, many HEIs conduct annual surveys. Analyzing the results of such surveys, tracking trends, and comparing the evaluation results to help governing bodies make data-driven decisions to take measures to improve the quality of courses is time-consuming and requires a lot of manual work. As a solution to the problem, this paper proposes a comprehensive approach to monitoring student satisfaction with the quality of blended learning courses. The developed software tool analyzes results and enables users with different roles to generate reports with aggregated results at different levels, allowing them to make informed decisions and take measures to ensure a higher quality of courses. The generated reports during the pilot experiments proved the tool’s applicability. This tool can be implemented in any HEI, regardless of the software systems used.

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Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

Li²

2023

Front. Psychol.

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The COVID-19 pandemic has presented a unique opportunity for the advancement of online education, as billions of students from 190 countries have been compelled to take classes remotely. The degree of satisfaction is considered one of the major factors in determining the quality of online educational programs. As a result, many empirical studies have been conducted on the level of satisfaction with online education over the last two decades. However, few studies have synthesized previous findings from similar research questions. Therefore, to reinforce statistical power, the study aimed to conduct a meta-analysis to examine satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak. A total of 52 studies in English were screened from six academic electronic databases, yielding 57 effect sizes using Comprehensive Meta-Analysis (CMA) software. The results showed that the prevalence of satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak was 59.5, 75.3, and 70.7%, respectively, with a significant difference between the satisfaction rates of students and those of their faculty and parents. Besides, we conducted a moderator analysis that found that (1) a significantly higher number of students in the pre-pandemic era in countries with developed digital infrastructure and emergency online learning environments were less satisfied with online education than their counterparts in the post-pandemic era, in countries with developing digital infrastructure, and in non-emergency online learning environments. Additionally, a significantly higher proportion of adult education learners reported being satisfied with online education compared to K-12 and university students. (2) The faculty in the non-emergency situation reported almost double the satisfaction rate of their counterparts in the emergency circumstance. With fewer satisfied remote learning students, efforts could be made by providing well-designed online lessons via faculty and strengthening digital infrastructure via governments to improve student satisfaction.

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Satisfaction with Online Learning among Sohag University Students

Cited by 3 publications

References 15 publications

Students Satisfaction with Online Higher Education during the COVID-19 Pandemic

Students Satisfaction with Online Higher Education during the COVID-19 Pandemic

A Comprehensive Approach for Monitoring Student Satisfaction in Blended Learning Courses

Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

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