The factors affecting student satisfaction with online education during the COVID-19 pandemic: an empirical study of an emerging Muslim country

Basuony, Mohamed A. K.; EmadEldeen, Rehab; Farghaly, Marwa; El‐Bassiouny, Noha; Mohamed, Ehab K. A.

doi:10.1108/jima-09-2020-0301

Cited by 82 publications

(74 citation statements)

References 19 publications

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“…Technology‐wise, students’ experience of poor internet connection and confusion in setting up online learning platforms are particularly concerning. The problem of poor internet connection corroborated the findings reported in prior studies (Agung et al., 2020; Barbour, 2013; Basuony et al., 2020; Berge, 2005; Rice, 2006), that is the access issue surrounded the digital divide as one of the main challenges of online learning. In the era of 4G and 5G networks, educational authorities and institutions that deliver online education could fall into the misconception of most students have a stable internet connection at home.…”

Section: Discussionsupporting

confidence: 86%

“…In terms of the perceived benefits and challenges of online learning, our results resonate with several previous findings. In particular, the benefits of convenience are in line with the flexibility advantages of online learning, which were mentioned in prior works (Appana, 2008;Bączek et al, 2021;Barbour, 2013;Basuony et al, 2020;Harvey et al, 2014). Early-school-year students' higher appreciation in having "access to courses delivered by famous teachers" and lower appreciation in the independent learning skills developed through online learning are also in line with previous literature (Barbour, 2013;Harvey et al, 2014;Oliver et al, 2009).…”

Section: Perceived Benefits and Obstacles-rq2supporting

confidence: 86%

“…Supporting evidence is emerging in recent studies conducted during the COVID-19 pandemic. In Egypt's capital city, Basuony et al (2020) found that only around 13.9%of the students experienced issues with their internet connection. Whereas more than two-thirds of the students in rural Indonesia reported issues of unstable internet, insufficient internet data, and incompatible learning device (Agung et al, 2020).…”

Section: Learning Conditions and Technologiesmentioning

confidence: 99%

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Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study

Yan

Whitelock‐Wainwright

Guan

et al. 2021

Brit J Educational Tech

181

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Online learning is currently adopted by educational institutions worldwide to provide students with ongoing education during the COVID‐19 pandemic. Even though online learning research has been advancing in uncovering student experiences in various settings (i.e., tertiary, adult, and professional education), very little progress has been achieved in understanding the experience of the K‐12 student population, especially when narrowed down to different school‐year segments (i.e., primary and secondary school students). This study explores how students at different stages of their K‐12 education reacted to the mandatory full‐time online learning during the COVID‐19 pandemic. For this purpose, we conducted a province‐wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China. We performed cross‐tabulation and Chi‐square analysis to compare students’ online learning conditions, experiences, and expectations. Results from this survey study provide evidence that students’ online learning experiences are significantly different across school years. Foremost, policy implications were made to advise government authorises and schools on improving the delivery of online learning, and potential directions were identified for future research into K‐12 online learning. Practitioner notes What is already known about this topic Online learning has been widely adopted during the COVID‐19 pandemic to ensure the continuation of K‐12 education. Student success in K‐12 online education is substantially lower than in conventional schools. Students experienced various difficulties related to the delivery of online learning. What this paper adds Provide empirical evidence for the online learning experience of students in different school years. Identify the different needs of students in primary, middle, and high school. Identify the challenges of delivering online learning to students of different age. Implications for practice and/or policy Authority and schools need to provide sufficient technical support to students in online learning. The delivery of online learning needs to be customised for students in different school years.

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Section: Discussionsupporting

confidence: 86%

Section: Perceived Benefits and Obstacles-rq2supporting

confidence: 86%

Section: Learning Conditions and Technologiesmentioning

confidence: 99%

See 1 more Smart Citation

Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study

Yan

Whitelock‐Wainwright

Guan

et al. 2021

Brit J Educational Tech

181

View full text Add to dashboard Cite

show abstract

“…H4. There is a significant impact of self-motivation on online education Workload & Time [30] examined that many students have agreed that they could save much time via the online learning platform. Students believed that the virtual platform had offered more flexibility of the class time.…”

Section: Curriculummentioning

confidence: 99%

Factors Influencing Online Education during COVID-19 Pandemic: Sri Lankan Students’ Perspective

Sriyalatha¹,

Kumarasinghe²

2021

Int. j. eng. manag. res.

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This study examines the factors influencing online education for selected Sri Lankan universities during the COVID-19 pandemic. It also analyses the moderate effect of gender and type of the university on online education. Primary data were collected using a questionnaire via google form from Management students in Sri Lankan selected universities. Data analysis was done through structural equations using analysis of moment structures (AMOS) version 22.0. Attitude, internet and related facilities, curriculum, and self-motivation were found to have a significant positive impact on online education, while workload & time have no significant effect on online education. Among four factors, the strongest influence was derived from self-motivation followed by the curriculum. We have not found significant differences among male and female students’ views on online education, while the impact from the type of university is different among the two categories. This study effectively guides policy makers and university administrators across the educational institutes to decide on continuing online education. It reveals some insights to the teachers, students, and parents to understand the significance of the modern online learning environment and its positive impact on the new learning mode. There is no study related to the factors associated with the impact of online education during the Covid-19 pandemic in the Sri Lankan context.

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“…The students generally believed that internet facilities were needed to support the online learning environment. Various studies have highlighted the importance of internet facilities for supporting online learning, especially during the MCO (Adedoyin & Soykan, 2020;Adnan & Anwar, 2020;Basuony et al, 2020). Apart from that, some students may need some time to get familiar with the workings of their online classes.…”

Section: Findings On Students' Internet Facilitiesmentioning

confidence: 99%

An Exploratory Sequential Sentiment Analysis of Online Learning During the Movement Control Order in Malaysia

Rahman

Zukarnain

Zain

et al. 2021

Malaysian Journal of Learning and Instruction

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Purpose – Online learning is an essential platform to support varying learning conditions, anytime and anywhere. It helps connect online communities regardless of one’s geographical location and time zone. During the COVID-19 outbreak in Malaysia, the use of online learning platforms has become a crucial option for accomplishing learning objectives. During this challenging time, universities have been looking for suitable solutions to address issues regarding the online learning process. This paper discusses the challenges in online learning, as well as the importance of collaborative learning activities during the Movement Control Order (MCO). Challenges in emotion and changes of routine among students have been detected during the MCO imposed by the government of Malaysia. Methodology – An exploratory sequential approach was carried out in this study to obtain students’ feedback in terms of their emotions and routine changes during the outbreak of COVID-19 and the subsequent implementation of the MCO. Convenience sampling was used for this research, and in order to obtain feedback on online learning during the MCO an online interview was conducted with 42 students from the Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA branch in the state of Kelantan. The feedback items were recorded and transcribed in Excel format. Next, sentiment analysis was carried out using Rapidminer software. Findings – The results showed that higher education institutions or universities had to play their part in providing a virtual learning environment as convenient as possible during the Movement Control Order period. The results also showed that educators had to ensure the success of online learning by maintaining the motivation of their students Significance – The findings in this study can also benefit educators and higher education institutions or universities in executing suitable teaching and learning plans during the COVID-19 outbreak.

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The factors affecting student satisfaction with online education during the COVID-19 pandemic: an empirical study of an emerging Muslim country

Cited by 82 publications

References 19 publications

Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study

Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study

Factors Influencing Online Education during COVID-19 Pandemic: Sri Lankan Students’ Perspective

An Exploratory Sequential Sentiment Analysis of Online Learning During the Movement Control Order in Malaysia

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