Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis

Abstract

The COVID-19 pandemic has presented a unique opportunity for the advancement of online education, as billions of students from 190 countries have been compelled to take classes remotely. The degree of satisfaction is considered one of the major factors in determining the quality of online educational programs. As a result, many empirical studies have been conducted on the level of satisfaction with online education over the last two decades. However, few studies have synthesized previous findings from similar research questions. Therefore, to reinforce statistical power, the study aimed to conduct a meta-analysis to examine satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak. A total of 52 studies in English were screened from six academic electronic databases, yielding 57 effect sizes using Comprehensive Meta-Analysis (CMA) software. The results showed that the prevalence of satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak was 59.5, 75.3, and 70.7%, respectively, with a significant difference between the satisfaction rates of students and those of their faculty and parents. Besides, we conducted a moderator analysis that found that (1) a significantly higher number of students in the pre-pandemic era in countries with developed digital infrastructure and emergency online learning environments were less satisfied with online education than their counterparts in the post-pandemic era, in countries with developing digital infrastructure, and in non-emergency online learning environments. Additionally, a significantly higher proportion of adult education learners reported being satisfied with online education compared to K-12 and university students. (2) The faculty in the non-emergency situation reported almost double the satisfaction rate of their counterparts in the emergency circumstance. With fewer satisfied remote learning students, efforts could be made by providing well-designed online lessons via faculty and strengthening digital infrastructure via governments to improve student satisfaction.

Sociodemographic Factors Associated with the Satisfaction Level of Peruvian Dental Students with Virtual Classes During the Covid-19 Pandemic: A Prospective Bicentric Study

“…However, it should be recognized that for many dental students this situation meant time savings, cost reduction, online consultations, patient referrals, health promotion, among others. [32][33][34] It is known that the dental education is not designed to be developed completely through distance or virtual education. This could cause concern for students in acquiring manual skills and competencies that will allow them to practice their profession in an ideal way.…”

Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

“…100 However, other studies have reported that students experienced more satisfaction with online learning during the COVID-19 pandemic. 16,[101][102][103] The differences in these findings could partially be due to the different challenges faced by students when accessing online learning and some topics that require physical skills-based learning. In addition, difference in funding for pertinent ICT equipment and training between countries at the start of the pandemic.…”

Relationship of knowledge sharing and innovation intention on the continuous quality improvement in university setting

“…Educational institutions were facing a challenge to adapt to this change and are trying to choose the right technologies and methods to educate and engage their students (Rashid & Yadav, 2020). While some studies showed students are satisfied with the online mode of learning (Xu & Xue, 2023;She et al, 2021;Elshami et al, 2021;Hettiarachchi et al, 2021), thoughts of learners are influenced by a host of factors (Shrestha et al, 2019;Salloum et al, 2019) such as age, gender, prior knowledge of computer literacy, and the learning ways of individuals. There exists spacious literature which practices the theories of "technology acceptance" to study students' appreciation (Pérez-Pérez et al, 2020).…”