Online Learning Satisfaction in Higher Education Amidst the Covid-19 Pandemic

Şimşek, İrfan; Küçük, Sevda; Biber, Sezer Köse; Can, Tuncer

doi:10.5281/zenodo.5047848

Cited by 6 publications

(9 citation statements)

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“…There was a significant difference in flexibility of teacher contact and satisfaction, but the effect values were low. The literature includes results reporting that satisfaction does not change according to gender, and even though there is a significant difference, the effect size is small (Er Turkuresin, 2020;Simsek et al, 2021). Upon the examination made in terms of departments/disciplines in the study, it was seen that the flexibility, self-regulated effort, and satisfaction levels of the students studying in the discipline of education were significantly higher than the other disciplines in general, although the effect size was small.…”

Section: Discussionmentioning

confidence: 99%

“…This finding can be explained by the fact that faculty members of the faculty of education adapted to the online education process more quickly and managed it well due to their pedagogical knowledge. On the other hand, parallel with Simsek et. al.…”

Section: Discussionmentioning

confidence: 99%

“…These studies have revealed that students experience various difficulties in time management, motivation, and independent learning while taking courses through the distance education method that they are not used to before, and the quality of education they take is impaired (Lee et al, 2021;Means & Neisler, 2021;Weidlich & Kalz, 2021). Furthermore, the studies examining students' satisfaction with this process have also indicated that students are not very satisfied with emergency remote teaching (Karadag et al, 2021;Simsek et al, 2021;Turan & Gürol, 2020). When considering such widespread use of distance education globally and the low satisfaction of students, the requirement of scientific research on distance education processes to design effective learning environments is undeniable.…”

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confidence: 99%

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The university students’ self-regulated effort, flexibility and satisfaction in distance education

Turan

Küçük

Karabey

2022

Int J Educ Technol High Educ

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Distance education offers flexible learning opportunities in terms of time, place and learning speed to teachers and students through internet technologies. However, the learning opportunities provided in distance education environments require students to act more autonomously and take more responsibility for regulating their learning processes to achieve their learning goals. For this reason, it is crucial to reveal the relationships between flexibility, self-regulated effort and satisfaction factors to provide efficient and effective learning environments in distance education. Accordingly, within the scope of this study, it is aimed to investigate university students’ perceptions of flexibility, self-regulated effort and satisfaction with the distance education process, and their views on distance education. Survey research was used as the research method in the study. The study sample consisted of 1760 university students studying at 28 different universities. Data were analysed using t-test, ANOVA, and regression methods. As a result of the study, male students were more satisfied with distance education than female students, and education faculty students had the highest level of satisfaction. In addition, self-regulated effort and flexibility variables were significant factors affecting students’ satisfaction towards distance education. Furthermore, the advantages and problems of distance education and suggestions for future distance learning environments were presented in the light of students views. Finally, the study’s implications and various recommendations for practitioners and researchers were discussed in detail.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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The university students’ self-regulated effort, flexibility and satisfaction in distance education

Turan

Küçük

Karabey

2022

Int J Educ Technol High Educ

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“…An online student engagement and satisfaction model developed by Kucuk and Richardson (2019) focuses on the structural relations between teaching, social and cognitive online presence, student engagement and satisfaction, where teaching presence was the dominant determinant of satisfaction and necessary to maintain engagement. Research found that in online learning female students were more satisfied than male students and degree students were more satisfied than diploma students (Chung et al, 2020), while science and engineering students are relatively more satisfied than students from medical sciences and social sciences (Simsek et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Online Engagement and Satisfaction of Undergraduate Engineering Students During the Covid-19 Pandemic

Peculea¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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The COVID-19 pandemic has significantly changed the teaching-learning-evaluation process with the transition of universities to emergency remote education. As universities have moved to a new way of learning, student engagement and satisfaction became an evolving concern among academics. The aim of study was to explore the student engagement and satisfaction with online learning experiences in engineering courses in a hybrid approach during the pandemic. A total of 135 undergraduate students from Technical University of Cluj-Napoca, Romania, responded to the online survey based on two previously developed surveys. According to the results, the online student engagement and satisfaction were at a medium level. Female student engagement was higher than male student engagement, and the 4th year students had higher satisfaction scores with online learning. The study found that student engagement was significantly correlated with satisfaction in online learning experiences. The results have implications for educational theory and practice in creating effective blended learning environments and for future research.

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“…An internet learning class in the form of a computer, employing current technology and internet networking, is known as online learning through the period time of pandemic crisis. To create high-quality interactive studies without the need to travel, simple and rapid access learning in any location, at any time, J Edu & Learn ISSN: 2089-9823  Primary teachers and students' anxiety toward online instruction during … (Kanokwan Phayponpruek) 553 offers a lifetime education for the population, and online teaching is an education through the internet alone [5], [6]. Students have the option of studying whatever they want based on online instruction.…”

Section: Introductionmentioning

confidence: 99%

Primary teachers and students’ anxiety toward online instruction during COVID-19 pandemic

Phayponpruek

Nuangchalerm²

2022

EduLearn

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The study explored primary teachers and students’ anxiety toward online instruction during COVID-19 pandemic, the factors affecting anxiety related to online instruction of students and teachers in primary school. This research study was designed to collect data from primary teachers and students on the factors that affect anxiety in online teaching. The informants were 127 students and 11 teachers based on the purpose of the research. Questionnaire concerning general student data, such as gender, grade level, online study equipment, and online learning channels. Factors influencing anxiety in online education in the context of the COVID-19 pandemic, with 23 items for students and 25 items for teachers. Data is collected by online inquiries with students and teachers According to the findings, the general degree of factors influencing anxiety from online instruction in primary school is at moderate level. Physical and mental elements, evaluation and course content are the categories of factors that have the most impact on students’ anxiety toward online learning. Meanwhile, the factors that have the greatest impact on students’ anxiety toward online learning are concerning about their grades and courses are extremely recorded. Students believe that online learning is more challenging than traditional classroom. At the same time, teachers are worried about online assessment, concerns about students who are unable to attend online sessions. Teachers who only use computers to teach online have less anxiety than teachers who use computers, tablets, and mobile phones.

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Online Learning Satisfaction in Higher Education Amidst the Covid-19 Pandemic

Cited by 6 publications

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The university students’ self-regulated effort, flexibility and satisfaction in distance education

The university students’ self-regulated effort, flexibility and satisfaction in distance education

Online Engagement and Satisfaction of Undergraduate Engineering Students During the Covid-19 Pandemic

Primary teachers and students’ anxiety toward online instruction during COVID-19 pandemic

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