Student Satisfaction with Online Learning: Is it a Psychological Contract?

Dziuban, Charles D.; Moskal, Patsy; Thompson, Jessica; Kramer, Lauren; DeCantis, Genevieve; Hermsdorfer, Andrea

doi:10.24059/olj.v19i2.496

Cited by 116 publications

(114 citation statements)

References 59 publications

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“…Good learning materials are important because they can significantly increase student achievement and support student satisfaction with learning. These results are comparable with [16] and [6] who found that overall student satisfaction with online learning is significantly affected by how the course is organized and how the content is sequenced, the ease with which students can complete assignments, and the use of the system to engage students with content.…”

Section: Discussionsupporting

confidence: 86%

“…In [16] authors, conducted a study, involving 1114 university students from southern Spain, to determine and analyze the main components influencing students' level of satisfaction with e-learning. The most relevant findings were that course design and contents, the facility for accessing and visualizing information on the teaching platform and the possibility of interaction were key aspects.…”

Section: B Lms and Students Satisfaction With Learningmentioning

confidence: 99%

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The Impact of Blackboard LMS on Teaching Research Method Course for Technology Studies Graduate Students at the Arabian Gulf University

Ismail¹,

Salih²

2018

IJIET

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Section: Discussionsupporting

confidence: 86%

Section: B Lms and Students Satisfaction With Learningmentioning

confidence: 99%

The Impact of Blackboard LMS on Teaching Research Method Course for Technology Studies Graduate Students at the Arabian Gulf University

Ismail¹,

Salih²

2018

IJIET

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“…However, the review found mixed data concerning student satisfaction outcomes [8]. Various studies on student satisfaction with online learning have identi ed the following factors: instructor interaction, communication, active learning, students' ability to initiate and control their actions in the learning environment, e cient assessment of academic progress, technology, and the learning environment [9,10].…”

Section: Distance Education and Student Satisfactionmentioning

confidence: 99%

Student Satisfaction with Videoconferencing Teaching Quality During the COVID-19 Pandemic

Fatani

2020

Preprint

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Background: The coronavirus disease 2019 pandemic prompted the pediatric department at King Abdulaziz University to continue students’ educational activities by offering courses online that utilized web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to an online environment, this study aimed to evaluate student satisfaction with the teaching quality of case-based discussion (CBD) sessions conducted through WVC.Methods: 162 undergraduate medical students in pediatrics completed the reduced Students’ Evaluation of Educational Quality (SEEQ) survey with a five-point Likert scale over 5 weeks. The WVC CBD sessions were facilitated by 50 faculty members. Results: 82% of respondents were highly satisfied with the WVC CBD session’s teaching quality. The majority agreed that the sessions were intellectually challenging, that the instructors were dynamic, and encouraged students to participate. No statistically significant correlation was found between student satisfaction and technical issues (r = 0.037, p = 0.003).Conclusions: WVC teaching had an overall positive outcome on student satisfaction, and teaching quality relied on teaching, cognitive, and social presence rather than technology. However, technology remains an important platform that supports teachers’ educational activities. Thus, implementing a blended pediatric course to augment future course delivery is optimal.

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“…Learner Satisfaction and experiences in e-learning environments Learner satisfaction and experiences are crucial elements that contribute to the quality and acceptance of e-learning in higher education institutions (Sampson et al 2010). Dziuban et al (2015) reported that the Online Learning Consortium (formerly known as Sloan Consortium) considered student satisfaction of online learning in higher education as an essential element to measure the quality of online courses. Different factors in uence learner satisfaction such as their digital literacy levels, their social and professional engagements, the learner support system including appropriate academic guidance and the course learning design (Allen et al 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy

Rajabalee

Santally

2020

Preprint

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There has been much debate on the issue of whether online learning was better than traditional education and vice-versa over the past decade. Over time, the concept of blended learning became quite the norm, especially within traditional universities who could no longer turn a blind eye to the educational revolution brought about by information and communication technologies. While the pace of technology integration in universities generally varies in pace, the world has recently experienced a massive uptake, albeit in an unplanned and mostly disorganized manner, of e-learning technologies due to the Covid-19 pandemic. Researchers have emphasized on the quality of online courses from a perspective of learner achievement in terms of student satisfaction, engagement and performances. In this paper, we analyze student feedback and report the findings of a study of the relationships between student satisfaction and their engagement in an online course with their overall performances. The module was offered online to 844 university students in the first year across different disciplines, namely Engineering, Science, Humanities, Management and Agriculture. It was assessed mainly through continuous assessments and was designed using a learning-by-doing pedagogical approach. The focus was on the acquisition of new skills and competencies, and their application in authentic mini-projects throughout the module. Student feedback was coded and analyzed both from a quantitative and qualitative perspective. The association between satisfaction and engagement was significant and positively correlated. On the other hand, there was a weak but positive and significant correlation between satisfaction or engagement with their overall performances. We further observed that students were generally very satisfied with the learning design philosophy, irrespective of their performance levels. Students, however, reported issues related to lack of tutor support and experiencing technical difficulties across groups. The findings raise important implications for institutional e-learning policy making. The factors that are important relate to the object of such policies, learning design models, personalized support, distributed virtual learning through synchronous interaction, and learning analytics.

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Student Satisfaction with Online Learning: Is it a Psychological Contract?

Cited by 116 publications

References 59 publications

The Impact of Blackboard LMS on Teaching Research Method Course for Technology Studies Graduate Students at the Arabian Gulf University

The Impact of Blackboard LMS on Teaching Research Method Course for Technology Studies Graduate Students at the Arabian Gulf University

Student Satisfaction with Videoconferencing Teaching Quality During the COVID-19 Pandemic

Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy

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