Modeling the Social Factors Affecting Students’ Satisfaction with Online Learning: A Structural Equation Modeling Approach

Abstract

While online learning has always faced criticism regarding social issues such as the lack of engagement, interaction, and communication, the COVID-19 social distancing has increased the public’s concern and criticism. Therefore, the purpose of this research was to investigate and model the social factors affecting students’ satisfaction with online learning. The proposed research model was constructed based on the extensive review of relevant literature to determine the critical social factors examined and validated in this research. The data were collected from a total of 258 students using a quantitative method approach. A structural equation modeling technique was utilized in analyzing the obtained data. The findings of the study reveal that all proposed social factors namely social presence, social interaction, social space, social identity, social influence, and social support were found to significantly affect the students’ satisfaction with online learning. The examined factors account for about 56% of the total variance in students’ satisfaction. Several suggestions and recommendations are provided in line with study limitations.

Factors Influencing Students’ Continuous Intentions for Using Micro-Lectures in the Post-COVID-19 Period: A Modification of the UTAUT-2 Approach

“…This has a big impact, especially at the beginning of technological utilization [70]. It also affects the intention to use new technologies when an individual obtains societal support for utilization [38,71,72]. Moreover, social influence affects the utilization of online learning media even when unwanted [71,73].…”

“…It also affects the intention to use new technologies when an individual obtains societal support for utilization [38,71,72]. Moreover, social influence affects the utilization of online learning media even when unwanted [71,73]. Using UTAUT-2, Venkatesh (2012) found that it was the biggest factor influencing an individual towards the use of technological equipment under mandatory conditions.…”

Predictors of Student Satisfaction and Perceived Learning in Online Distance Learning: The Effects of Self-efficacy and Interaction

“…When students are satisfied, they are motivated to engage, respond actively and be conducive to a productive learning environment (Becirovic et al, 2022). In the context of online learning, various factors can influence student satisfaction, including self-regulated learning, self-motivation, self-efficacy, student learning style, educator knowledge, and facilitation, course structure, interaction, perceived ease of use, perceived usefulness, and role of the university (Alenezi, 2022;Yan-Li et al, 2022;Dinh et al, 2022;Becirovic et al, 2022;Baherimoghadam et al, 2021;She et al, 2021;Karim et al, 2021;Baber, 2020;Aristovnik et al, 2020;Alqurashi, 2017;Kuo et al, 2014;Eom et al, 2006). Additionally, the benefits of online learning such as convenience, flexibility, and cost-saving also enhance student satisfaction (Dinh et al, 2022;Elshami et al, 2021).…”

“…Students' judgments of whether learning is occurring or not have changed as a result of the abrupt transition from an offline to an online learning environment during the pandemic. In virtual learning settings, student perception of learning is aided by the educator's humor, facial expressions, gestures, verbal tone and pace, salutations, group references, acceptance, and direction (Alenezi, 2022). Zhang et al (2022) reported that teaching presence significantly and positively influenced student's perceived learning in video-centric asynchronous online courses.…”

“…Despite the fact that the ODL is the only solution during the COVID-19 outbreak, the challenges faced by the student could lessen their academic satisfaction. In the ambit of online learning, Alenezi (2022) reported that there are three factors affecting student satisfaction, which are instructor, interactivity, and technology. The same author also reported that students perceived satisfaction when their educator exhibited the necessary techno-pedagogical skills and made extra efforts to engage students online.…”