Investigating Factors Affecting Students’ Satisfaction with E-learning: An Empirical Case Study

Abdallah, Nahil; Abdallah, Odeh

doi:10.9743/jeo.2022.19.1.3

Cited by 7 publications

(6 citation statements)

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“…Furthermore, our research revealed that PEOU has a nonsignificant impact on SS. The results differ from those of a prior study by Abdallah and Abdallah (2022), which found that students' satisfaction with eLearning was influenced by PEOU. It appears that students' perceptions of exerting little to no effort when using hackathon system do not affect their degree of satisfaction.…”

Section: Discussioncontrasting

confidence: 99%

“…This is encouraging because, students' aptitude for using online hackathons is unquestionably one of the most crucial indicators of benefit for both students and universities of online hackathon. The outcome of this study supports the findings of Abdallah and Abdallah (2022), which reports that students' satisfaction with e-learning was boosted by SE. These results suggested that the utilization of the e-learning system can be enhanced if the students possess enough computer abilities and a healthy predisposition to randomly communicate with the elearning system.…”

Section: Discussionsupporting

confidence: 89%

“…The results demonstrate the value of online hackathons and the growing adoption of technology by students as a learning tool. This is consistent with past research, which indicates that PU has a statistically significant beneficial impact on educational satisfaction (Abdallah & Abdallah, 2022;Karim et al, 2021;Oyetade et al, 2022). While Landrum and Prybutok (2004) asserted that PU has a very substantial influence on satisfaction, Bhattacherjee (2001) showed that online banking customers' perceptions of usefulness had a positive influence their satisfaction.…”

Section: Discussionsupporting

confidence: 88%

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Evaluating student satisfaction with online hackathon for IT projects

Oyetade,

Harmse,

Zuva

2023

EURASIA J Math Sci Tech Ed

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Hackathons are growing more virtual, especially after the COVID-19 epidemic started since they attract many participants at once from different places and time zones. This study intends to identify factors that influence students’ satisfaction with online hackathon for IT projects. The study used quantitative methodology and proposed a model. The model was developed using technology acceptance model variables (perceived usefulness [PU], perceived ease of use [PEOU], behavioral intention [BI]) in combination with self-efficacy (SE) and satisfaction variables. The study questionnaire was distributed to 180 university students who have participated in a hackathon. The results were measured for reliability and validity (Cronbach’s alpha was used for reliability while confirmatory factor analysis was used for validity. The hypothesis in the suggested model were assessed using structural equation modeling technique. The results show that BI and PEOU have no influence on students’ satisfaction with using online hackathon for IT projects. However, it was discovered that students’ satisfaction with online hackathon for IT projects is influenced by PU and SE. These findings imply that creating online courses that participants perceive as useful and see themselves as having high SE in their projects will further enhance satisfaction with online hackathons. It might also encourage and facilitate the use of online hackathons among students. Universities should routinely provide instruction and advice to students to help them understand the advantages of online courses. In summary, the research will be useful to decision-makers and educators in universities to further the integration of online hackathons for IT projects in the curriculum. Future recommendations should consider the use of additional technology adoption variables as well as testing the data with a qualitative methodology.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 88%

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Evaluating student satisfaction with online hackathon for IT projects

Oyetade,

Harmse,

Zuva

2023

EURASIA J Math Sci Tech Ed

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“…Furthermore, a study by Summers et al, (2005) on students' satisfaction and achievement of bachelor's degree students in Statistics courses online and offline revealed that online students achieved higher marks than those who studied offline. However, offline students feel more satisfied than those who studied online (Abdallah & Abdallah, 2022). Almost similarly, a study by York, (Conrad et al, 2022) found that asynchronous discussion may be effective in reducing the problems of students who have difficulty transitioning from traditional to the online environment.…”

Section: Literature Reviewmentioning

confidence: 96%

Asynchronous Learning Method: Prospects and Challenges Among Undergraduate Students at Higher Islamic Institution in Indonesia

Kamaludin,

Ulum,

Faizuddin

et al. 2023

int.j.Islamstud.high.Educ.

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Distance education technologies have become viable alternatives to traditional education. While asynchronous learning allows students complete freedom of time and location, the synchronous model provides an online learning platform where instructors and students meet in the same or different locations in a virtual environment. This research aims to explore the experiences of eight undergraduate students of the Islamic Education Department at the Al Azhar University of Indonesia in the online Asynchronous Learning Method (ALM). Specifically, it investigates students’ understandings of ALM, explores their perceptions of its advantages and disadvantages, looks into their strategies in coping with challenges and obstacles they face, and their aspirations for ALM. In doing so, a qualitative case study was used to collect the data through open-ended interviews and focus group discussion (FGD) which provide personal and specific pictures of asynchronous learning. The findings revealed that apart from giving students flexibility and independence of learning, ALM has not been utilized optimally at the university level. ALM is mostly used to transfer information without the element of teaching and instructions. Hence, there is room for improvement from the current e-learning practices in which this study provides some recommendations for future online pedagogy.

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“…In (Al Rawashdeh et al, 2021), authors stated that it is critical for potential students to understand the differences between an online classroom setting and a face-to-face classroom setting as there are both advantages and disadvantages of e-Learning to both environments that can maybe impact their overall performance (Al Rawashdeh et al, 2021). Furthermore, the findings in (Abdallah & Abdallah, 2022) show that perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, instructor's factors, administrative support, and technical support, along with system quality, influence students' behavioral intention to accept e-learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the Enhancement of Students’ Motivation in Online Classes During COVID-19 – A Case Study of Abu Dhabi Polytechnic

Shunnar

Lawson

Fahim

et al. 2023

Eur. J. Teach. Educ.

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During the outbreak of the COVID-19 pandemic, interest in online classes has increased due to the restrictions imposed by the pandemic. The motivation towards this type of education is of great importance to the success of online classes. Therefore, the current study aims to investigate the level of enhancement of Abu Dhabi Polytechnic (ADPoly) students' motivation toward online classes. The study used the descriptive analytical approach in collecting and analyzing the data through the sample responses of (260) males and females. The results indicated a moderate level of enhancement in students' motivation toward online classes, in general. Through the results, it was found that (Course and Curriculum Structure, Parental Habits and Involvement, Learning Environment, and Peer Relationships all contributed highly to the enhancement process, While the enhancement was moderate about (Teaching methods, technical issues, and assessments). In addition, the results indicated that there were no statistically significant differences in the level of student motivation enhancement due to gender or year level.

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Investigating Factors Affecting Students’ Satisfaction with E-learning: An Empirical Case Study

Cited by 7 publications

References 0 publications

Evaluating student satisfaction with online hackathon for IT projects

Evaluating student satisfaction with online hackathon for IT projects

Asynchronous Learning Method: Prospects and Challenges Among Undergraduate Students at Higher Islamic Institution in Indonesia

Investigating the Enhancement of Students’ Motivation in Online Classes During COVID-19 – A Case Study of Abu Dhabi Polytechnic

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