Learner-content interaction in e-learning- the moderating role of perceived harm of COVID-19 in assessing the satisfaction of learners

Kumar, Pardeep; Saxena, Charu; Baber, Hasnan

doi:10.1186/s40561-021-00149-8

Cited by 91 publications

(80 citation statements)

References 39 publications

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“…This finding suggests that the course content provided in Edmodo improved students' understanding and autonomy in their learning (Ngo & Ngadiman, 2019). In support of our finding, Kumar, Saxena, and Baber (2021) surveyed 435 undergraduate and graduate management students and discovered that "both the learning content and website content provided under the online study environment are important factors of e-learning quality, having a positive effect on e-learning quality and student satisfaction" (p. 11). Gopal, Singh, and Anggarwal (2021) discovered that the design of the course content is an important factor influencing student satisfaction in a survey of 544 M.B.A students in India.…”

Section: Interaction Student-content Interactionsupporting

confidence: 63%

“…These findings have some implications for the body of knowledge in the field of student satisfaction, where the emphasis must be placed on incorporating various types of interaction into Web-based learning processes during the COVID-19 pandemic. Course content that can help students learn during the pandemic is essential (Kumar et al, 2021;Gopal et al, 2021). The presence of a teacher during online learning has a significant impact on student satisfaction (Suryani & Sugianingrat, 2021;Foerderer et al, 2021;Gray & DiLoreto, 2016).…”

Section: Discussionmentioning

confidence: 99%

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Investigating student satisfaction in remote online learning settings during covid-19 in indonesia

Ngo¹,

Budiyono²,

Ngadiman³

2021

JICE

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This study was to examine student satisfaction in remote online learning environments during COVID-19 in Indonesia. The participants were 65 undergraduate Informatics students from a private university in Surabaya, Indonesia. Data from Strachota's Student Satisfaction survey responses were examined using quantitative analyses. According to the findings, there was a strong and statistically significant relationship between student satisfaction and interaction. According to predictive models, every type of interaction could predict student satisfaction, with student interaction with content being the most powerful predictor. Furthermore, the findings revealed that self-ability in digital learning, good internet accessibility and connectivity, the presence and feedback of the teacher, website content, and the ability to learn from peer feedback and group discussions all played important roles in influencing student satisfaction. Students reported that they were generally more satisfied with their improved spoken communication skills, which helped them achieve their learning objectives. The findings suggest that integrating synchronous and asynchronous learning effectively promotes student learning and improves student satisfaction in Indonesia's remote online learning environment.

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Section: Interaction Student-content Interactionsupporting

confidence: 63%

Section: Discussionmentioning

confidence: 99%

Investigating student satisfaction in remote online learning settings during covid-19 in indonesia

Ngo¹,

Budiyono²,

Ngadiman³

2021

JICE

View full text Add to dashboard Cite

show abstract

“…Chinese online education advocates "interactivity" in online learning provides some perspectives to access online learning in our study. As students' satisfaction reflects the effectiveness of e-Learning quality (Alqurashi, 2019), it has become very important to understand how interactions impact the e-Learning quality, especially during the pandemic when the education around the world has moved to online teaching & learning (Kumar et al, 2021). However, the literature is not exhaustive on student satisfaction in an online environment during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model

et al. 2021

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The aim of this study was to investigate the relationship between interaction and online learning satisfaction, whether this relationship is mediated by academic self-efficacy and student engagement among Chinese university students during the COVID-19 pandemic. A serial mediation model was developed to examine the proposed relationship. This study employed a cross-sectional, questionnaire-based research design. A sample of 1,504 Chinese university students (Mage=19.89years, SDage=1.93) from five provinces in China completed an online survey questionnaire from December 2020 to January 2021 to respond to questions on demographic characteristics and items to measure the variables in the research model. The partial least squares structural equation modeling was used to assess the measurement model and proposed serial mediation model. Data were analyzed using SmartPLS software version 3.3.2. The results of the measurement model showed good reliability and validity for all constructs. The results of the structural model and hypothesis testing showed that all hypotheses were supported in this study. Particularly, there was a significant positive relationship between interaction and online learning satisfaction (Q1), interaction and academic self-efficacy (Q2), academic self-efficacy and student engagement (Q3), and the student engagement and online learning satisfaction (Q4). In addition, the results showed that academic self-efficacy and student engagement serial mediated the relationship between interaction and online learning satisfaction (Q5). The serial mediation model explained 34.6% of the variance of online learning satisfaction. The findings shed light on the underlying mechanisms that explain students’ online learning satisfaction during the COVID-19 pandemic. Universities and policymakers need to make better decisions that ultimately could lead to students’ academic outcomes and achievement.

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“…Student-teacher interaction aims to increase students' knowledge through dialogues between the student and the teacher and is essential when considering how to enhance students' learning outcomes and perceived satisfaction (Anderson, 2008;Çardak & Selvi, 2016;Kumar et al, 2021). Park (2015) found that a lack of facilitation can influence the quality of the learning process, and that students might perceive themselves as isolated, which may affect their interactivity level.…”

Section: Interaction Theory In Blended Learningmentioning

confidence: 99%

Student Response Systems in a Technology Enhanced Flipped Classroom: A Qualitative Investigation in Higher Education

Åhman¹,

Nguyen²,

Aghaee³

et al. 2021

IJLTER

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Disruptive technology and a generation with an increased interest in using that technology to aid their learning has caused a need to change the current educational landscape. Student Response Systems are a contemporary means to integrate digital technology in the modern classroom. The purpose of this qualitative study is to examine the perspectives that impact students' engagement when using Student Response Systems in a technology enhanced classroom environment. The study was guided by qualitative methods of inquiry through non-participant observations, examination of the course material, and semi-structured interviews. The in-depth interviews (n = 14) were conducted with graduate students who participated in the technology enhanced flipped classroom (TEFC) during their STEM degree studies in southern Sweden. The collected data were analyzed through the means of content analysis. The results of the study show that Student Response Systems are an effective and innovative method to increase students’ engagement in the classroom and embrace a modern learning environment. The participants expressed a positive impact on their willingness to participate in classroom discussions and share their respective views. A drawback that was mentioned is the dissatisfaction to invest more time in preparation ahead of the discussion, compared to lecture-based learning. The Student Response Systems increased the graduate students’ esteem to comfortably engage in classroom discussions and offers educators an additional tool to enhance their current pedagogical methods. The study contributes to the body of knowledge by closing an identified research gap that lacks perceptions from graduate students in a STEM program in southern Sweden. There are a few limitations that the reader should consider. The collected data pertains to graduate-level studies in a STEM degree program. Further, ample data were collected through multiple sources; however, the reflections are limited to 14 interview participants and are, therefore, not generalizable to other populations than those examined in the context.

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Learner-content interaction in e-learning- the moderating role of perceived harm of COVID-19 in assessing the satisfaction of learners

Cited by 91 publications

References 39 publications

Investigating student satisfaction in remote online learning settings during covid-19 in indonesia

Investigating student satisfaction in remote online learning settings during covid-19 in indonesia

Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model

Student Response Systems in a Technology Enhanced Flipped Classroom: A Qualitative Investigation in Higher Education

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