University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2)

Abstract

PurposeThis study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic.Design/methodology/approachA correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire. Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data.FindingsThe mean score of students' satisfaction was low (m = 45.14, SD = 25.62). Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58.53, SD = 24.51), followed by learner-learner interaction (m = 47.50, SD = 22.64). Learner-content interaction had the lowest total mean score (m = 45.80, SD = 24.60). Significant differences in students' satisfaction were identified according to the level of education, university type and marital status. Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses.Originality/valueOnline education is not well-established in developing countries. This study contributed to the limited knowledge of university students’ preparedness and satisfaction with online education during the early stage of COVID-19 pandemic.

Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors

“…Regarding help-seeking strategies, the results are comparable to those by Hamdan et al (2021) who found that interaction between peers especially, was rather low in higher education during the COVID-19 pandemic. However, help-seeking is referring to having a problem (e.g., difficulties in understanding) while interaction is a more broad construct not only encompassing help-seeking but also personal interaction concerning other aims.…”

“…With regard to seeking help from persons of higher status (teachers), the lack of social status cues might serve to facilitate help-seeking behavior ( Mahasneh et al, 2012 ). Current research found low levels of interaction, while teacher-student interaction happened more often than student-student interaction ( Hamdan et al, 2021 ).…”

Changes in Core Competencies among Korean University Students Due to Remote Learning during the COVID-19 Pandemic

“…This study revealed lower satisfaction and usefulness of teaching methods during the COVID-19 pandemic. Evaluation of remote education in universities due to the COVID-19 pandemic has been reported in many studies worldwide [ 4 , 27 , 28 , 29 , 30 ]. A study in Canada observed a decrease in university students’ achievement goals, engagement, and perceptions of success, and an increase in perceptions of cheating [ 28 ].…”

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“…While Sakal (2017) observed a significant difference in favor of males in the dimension of online communication selfefficacy, Alsancak Sırakaya and Yurdugül (2016), Çakır and Horzum (2015) found that the mean scores for self-directed learning of females were significantly higher than men's. Self-directed learning (Hamdan et al, 2021;Park & Yun, 2018) and online communication self-efficacy (Kumar, 2021) are critical factors for online learning. Dikbas Torun (2020) claimed that self-directed learning is the strongest predictor of academic success.…”