Empirical analysis of factors influencing student satisfaction with online learning systems during the COVID-19 pandemic in Thailand

Kornpitack, Piriyakorn; Sawmong, Sudaporn

doi:10.1016/j.heliyon.2022.e09183

Cited by 34 publications

(30 citation statements)

References 68 publications

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“…All hypotheses (H6: Digital Competence -> Satisfaction about E-learning, β = 0.130, t = 3.768, p = < 0.0000; H7: Motivation for Online Learning -> Satisfaction about E-learning, β = 0.295, t = 11.228, p = < 0.0000; H8: Satisfaction about E-learning -> Academic Achievement, β = 0.725, t = 72.787, p = < 0.0000; H9: Willingness for Online Learning -> Satisfaction about E-learning, β = 0.398, t = 11.606, p = < 0.0000) statistically reveals the positive association in all. For future academics, several studies provide the directions and consequences for online education by identifying elements that impact online learning satisfaction at home as a result of the COVID-19 pandemic and getting information on difficulties in the teaching/learning process (Trisanti et al, 2021 ; Kornpitack and Sawmong, 2022 ). These studies provide a new understanding of learner interaction and its relationship to course content, teaching methods, and learning satisfaction in an Asian context.…”

Section: Discussionmentioning

confidence: 99%

COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

et al. 2022

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BackgroundThe current study examines student satisfaction with e-learning, the adaption of online learning channels, digital competency of students' involvement, and academic achievement during COVID-19.PurposeThe purpose of this study is to examine the online influencing components for learning among University students in Pakistan during the COVID-19 Pandemic.MethodsThe study population comprised Pakistani University students in Punjab province who tooke online lessons throughout the epidemic. In accordance with the study's purpose, a questionnaire survey was employed to gather primary data. SPSS-23 is used for analyzing the demographic data, and cleaning and preparing data for testing hypotheses. SmartPLS 3.0 was used to investigate the suggested study framework using structural equation modeling (SEM).ResultsThe analysis of the SEM model shows that all planned hypotheses (Adaptation of Online Education Channels -> Satisfaction about E-learning, COVID-19 Pandemic -> Adaptation of Online Education Channels, COVID-19 Pandemic -> Digital Competence, COVID-19 Pandemic -> Motivation for Online Learning, COVID-19 Pandemic -> Willingness for Online Learning, Digital Competence -> Satisfaction about E-learning, Motivation for Online Learning -> Satisfaction about E-learning, Satisfaction about E-learning -> Academic Achievement, Willingness for Online Learning -> Satisfaction about E-learning) are confirmed.ConclusionThe results linked e-learning satisfaction to academic success and Pakistani students who utilized e-learning throughout the outbreak reported higher levels of academic satisfaction and achievement.

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Section: Discussionmentioning

confidence: 99%

COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

et al. 2022

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“…In the pandemic context, there is also evidence suggesting the predictive value of study satisfaction, such as a study conducted in Jordan, which concluded that improving the online learning experience would increase students' satisfaction (Maqableh and Alia, 2021). Likewise, a study conducted in Thailand showed that students who regarded the online learning system to be good showed higher life satisfaction scores (Kornpitack and Sawmong, 2022).…”

Section: Predictors Of Life Satisfactionmentioning

confidence: 99%

Influence of family and academic satisfaction on life satisfaction among Peruvian university students in the times of COVID-19: The mediating role of self-esteem

et al. 2022

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ObjectiveTo examine the effect of family and academic satisfaction on the self-esteem and life satisfaction among Peruvian university students.MethodOf the 1,182 Peruvian university students who participated, 364 were male; and 818 were female; and ranged from 17 to 39 years of age (mean = 20.67, SD = 4.4). The family satisfaction scale (FSS), the Escala breve de satisfacción con los estudios (EBSE; Brief Academic Satisfaction Scale in Spanish), Rosenberg’s self-esteem scale (RSES), and the satisfaction with life scale (SWLS) were used to perform the assessments.ResultsThe study model showed an adequate fit (χ2 19.5, p < 0.001, CFI = 0.977, RMSEA = 0.057), confirming the association between family satisfaction and life satisfaction (β = 0.26, p < 0.001) and self-esteem (β = 0.35, p < 0.001), and the correlation between academic satisfaction and self-esteem (β = 0.35, p < 0.001) and life satisfaction (β = 0.23, p < 0.001). The model accounted for 42% of life satisfaction.ConclusionFamily satisfaction and academic satisfaction affect self-esteem and life satisfaction.

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“…Thailand's education was affected by the COVID-19 pandemic since early 2020, creating a transformation process to online education. A study conducted in 2021 on high school students across nine provinces has shown how online learning affects student satisfaction due to the COVID-19 pandemic (Kornpitack & Sawmong, 2022). So far, efforts have been put into reforming the learning management impacted by COVID-19 in higher education in Thailand (Joungtrakul et al, 2021;Nuankaew et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Asian Conference on Asian Studies 2022: Official Conference Proceedings

2022

ACAS Official Conference Proceedings

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Despite the available multimedia platforms, mother-tongue-based multilingual education teachers in Ilocos province suffer in implementing the subject because of the lack of published books, the abundance of books with culturally erroneous content, and the amusing number of subjects they teach. Although they are encouraged to design an integrated curriculum, it requires having valid resources and a model or framework for designing and helping them teach all these subjects. Interestingly, various studies present that music integration can build a bridge to all of these subjects. By mapping the sourced musical resources to the curriculum of Grade 1, this study sought to produce a model of a validated music-integrated handbook through Research and Development (R&D) design and Delphi method with 22 experts. These methods were used to (a) determine the curriculum standards in Grade 1, (b) find Ilocano songs that fit the standards, (c) analyze the criteria in selecting the standards-based musical resources, (d) test the criteria, and (e) validate the handbook with 3 experts. In the process, a map of musical resources embedded in grade 1 integrated curriculum was produced which can guide teachers in the setting to see how all of their subjects are interrelated and interconnected which can also be adapted by other languages, not only in the Philippines, but also to other countries, promote music integrated education, and help strengthen localization. Further work is needed to test both the developed criteria in music integration and the implication of the handbook on the students in the region.

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Empirical analysis of factors influencing student satisfaction with online learning systems during the COVID-19 pandemic in Thailand

Cited by 34 publications

References 68 publications

COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

Influence of family and academic satisfaction on life satisfaction among Peruvian university students in the times of COVID-19: The mediating role of self-esteem

The Asian Conference on Asian Studies 2022: Official Conference Proceedings

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