Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy

Rajabalee, Yousra Banoor; Santally, Mohammad Issack

doi:10.1007/s10639-020-10375-1

Cited by 230 publications

(192 citation statements)

References 51 publications

(69 reference statements)

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“…Overall, the students agreed that online teaching was valuable for them even though the online mode of classes was the first experience during the pandemic period of Covid-19 (Agarwal & Kaushik, 2020;Rajabalee & Santally, 2020). Some of the previous studies suggest that the technology-supported courses have a positive relationship with students' performance (Cho & Schelzer, 2000;Harasim, 2000;Sigala, 2002).…”

Section: Discussionmentioning

confidence: 79%

“…In the past, several research studies had been carried out on online learning to explore student satisfaction, acceptance of e-learning, distance learning success factors, and learning efficiency (Sher, 2009;Lee, 2014;Yen et al, 2018). However, scant amount of literature is available on the factors that affect the students' satisfaction and performance in online classes during the pandemic of Covid-19 (Rajabalee & Santally, 2020). In the present study, the authors proposed that course design, quality of the instructor, prompt feedback, and students' expectations are the four prominent determinants of learning outcome and satisfaction of the students during online classes (Lee, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

2021

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The aim of the study is to identify the factors affecting students’ satisfaction and performance regarding online classes during the pandemic period of COVID–19 and to establish the relationship between these variables. The study is quantitative in nature, and the data were collected from 544 respondents through online survey who were studying the business management (B.B.A or M.B.A) or hotel management courses in Indian universities. Structural equation modeling was used to analyze the proposed hypotheses. The results show that four independent factors used in the study viz. quality of instructor, course design, prompt feedback, and expectation of students positively impact students’ satisfaction and further student’s satisfaction positively impact students’ performance. For educational management, these four factors are essential to have a high level of satisfaction and performance for online courses. This study is being conducted during the epidemic period of COVID- 19 to check the effect of online teaching on students’ performance.

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Section: Discussionmentioning

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

2021

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“…However, the existing personal tutoring system, reported a British University, has for quite some time been in need of review and improvement, as evidence suggests that it is ineffective [3,4]. The findings raise implications for the formulation of institutional policies for conducting university tutoring and e-learning to improve student experiences [5]; an aspect that is supported by the numerous studies that have shown the effectiveness of tutors on students [6].…”

Section: Introductionmentioning

confidence: 87%

Personal factors associated with satisfaction with tutoring in engineering students

et al. 2021

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The tutoring of university students is very relevant for the achievement of engineering learning and personal factors are associated with satisfaction, establishing that the knowledge of these factors makes it possible to take measures that contribute to improve tutoring actions. The objective of the research was to establish the association of personal factors to satisfaction with tutoring in engineering students. A quantitative approach was chosen, the design was non-experimental and the association of personal factors with satisfaction with university tutoring. The population consisted of 800 engineering students and by means of probabilistic sampling with a 3% margin of error, the sample consisted of 458 students. The results showed that satisfaction with the university tutor is associated with the factors sex, age and college of origin, obtaining the Chi-square value x2 = 189.618a, 157.728a and 118.106a (p < 0.05); satisfaction with the university tutor associated with factors of sex, age and school of origin, obtained a Chi-square x2 = 189.618a, 157.728a and 118.106a (p < 0.05) and satisfaction with the organization and contents of the tutoring was associated with factors of sex, age and school of origin obtained a Chi-square x2 = 8.876a, 23.189a and 17.327a (p < 0.05). It is concluded that personal conditions are associated with satisfaction with tutoring, with the university tutor and with the organization and contents of tutoring in engineering students.

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“…Overall, the quality of support services is ideal for framing student success and persistence for under-represented students. Current research on satisfaction and quality of service (see Rajabalee and Santally 2020) indicates a lack of attention to students from under-represented groups, particularly DE students. In this study, the kind of media for optimising teaching and learning (Zhou et al 2017) seems absent from the LCs.…”

Section: Tangibilitymentioning

confidence: 99%

Service Quality Satisfaction: Perceptions of Ghanaian Higher Education Students Learning at a Distance

Amponsah

Agyekum

2021

Preprint

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Assessing students’ satisfaction of service quality is vital to educational service providers. This qualitative study hence employed the SERVQUAL Theory to explore the perspectives of 30 distance learning students on the quality of services provided at the University of Ghana Learning Centres. The participants were purposively selected and engaged in in-depth qualitative interviews through a semi-structured interview guide. Our findings revealed varied satisfaction levels with the five dimensions of quality of service: reliability, assurance, responsiveness, tangibility, and empathy. The findings revealed that students’ perceptions of the tangibility and empathy dimensions were negative. We thus advocate leveraging the three dimensions perceived to be satisfying among students while ensuring improvements in the two other dimensions that elicited no satisfaction. Consequently, we offer recommendations framed by UNESCO that may be of interest to providers and managers of distance education programmes in similar learning centres.

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Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy

Cited by 230 publications

References 51 publications

Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

Personal factors associated with satisfaction with tutoring in engineering students

Service Quality Satisfaction: Perceptions of Ghanaian Higher Education Students Learning at a Distance

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