Student satisfaction with an online and a face-to-face Business English course in a higher education context

Tratnik, Alenka; Urh, Marko; Jereb, Eva

doi:10.1080/14703297.2017.1374875

Cited by 126 publications

(117 citation statements)

References 17 publications

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“…Because of the above issues related to online education, online classes seemed too dull, uninteresting, unattractive, unsatisfactory, and ineffective to the participants in this study and they preferred conventional face-to-face classes over online classes. This finding was entirely consistent with the findings of previous studies (Adnan & Anwar, 2020;Kedraka & Kaltsidis, 2020;McCoole et al, 2020;Tratnik et al, 2019).…”

Section: Discussionsupporting

confidence: 94%

The Impact of COVID-19 Pandemic on Tertiary Education in Bangladesh: Students’ Perspectives

Dutta¹,

Smita²

2020

JSS

160

139

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The present study sought to explore the impact of COVID-19 pandemic on tertiary education in Bangladesh through the students' perspectives by using a qualitative research design. The participants were fifty university students who took part in semi-structured interviews. The thematic analysis method was used for data analysis. Numerous unprecedented disruptions in students' learning, decrease in motivation and study hours, and various physical, mental, and economic problems regarding academic studies were prominently found in this study. The study findings concerning online education such as unavailability of electronic devices, limited access to the internet, high cost of internet, low speed of internet, and difficulties in using online platforms were also provided valuable insights into the present scenario of online tertiary education in Bangladesh as COVID-19 is continuing. It is recommended that necessary steps should be taken to improve internet speed and provide free or cheaper internet packages and technical training on online education to tertiary-level students in Bangladesh in this COVID-19 period.

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Section: Discussionsupporting

confidence: 94%

The Impact of COVID-19 Pandemic on Tertiary Education in Bangladesh: Students’ Perspectives

Dutta¹,

Smita²

2020

JSS

160

139

View full text Add to dashboard Cite

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“…Again, the asynchronous learning environment was inferior-if only marginally-to synchronous webinars. The latter pattern of results coincides with the findings of a recent study by Tratnik et al (2017), which found that students in a face-to-face higher education course were generally more satisfied with the course than their online counterparts.…”

Section: Implications For Practical Applicationsupporting

confidence: 89%

Learning and Satisfaction in Webinar, Online, and Face-to-Face Instruction: A Meta-Analysis

2019

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Kirkpatrick's four-level training evaluation model assumes that a positive correlation exists between satisfaction and learning. Several studies have investigated levels of satisfaction and learning in synchronous online courses, asynchronous online learning management systems, and synchronous face-to-face classroom instruction. The goal of the present meta-analysis was to cumulate these effect sizes and test the predictive validity of Kirkpatrick's assumption. In this connection, particular attention was given to a prototypical form of synchronous online courses-so called "webinars." The following two research questions were addressed: (a) Compared to asynchronous online and face-to-face instruction, how effective are webinars in promoting student learning and satisfaction? (b) What is the association between satisfaction and learning in webinar, asynchronous online and face-to-face instruction? The results showed that webinars were descriptively more effective in promoting student knowledge than asynchronous online (Hedges' g = 0.29) and face-to-face instruction (g = 0.06). Satisfaction was negligibly higher in webinars compared to asynchronous online instruction (g = 0.12) but was lower in webinars to face-to-face instruction (g = −0.33). Learning and satisfaction were negatively associated in all three conditions, indicating no empirical support for Kirkpatrick's assumption in the context of webinar, asynchronous online and face-to-face instruction.

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“…If universities, for example, want to support non-traditional students (such as mature age, part-time, and studying from distant locations) it is likely critical that 24/7 online support services also be made available. While previous research has indicated students may prefer face-to-face learning support compared to online learning support (see Bishop & Verleger 2013;Otter et al 2013;Tratnik, Urh & Jereb 2019), we found that a significant proportion of students found online learning support helpful. This finding in particular was of interest given that the online supported services were provided not by the university in question but rather a third-party provider.…”

Section: Discussioncontrasting

confidence: 89%

Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students

Cox

Eaton

Vanderlelie

et al. 2020

Journal of Interactive Media in Education

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This article will explore usage patterns and perceptions of online learning support among university students. As higher education expands to include increasingly diverse student cohorts, alternative onlinesupported learning services have gained attention as a mechanism to support student success. However, there is a paucity of research regarding student perceptions and usage patterns for online support and the impact of these services on students' learning experiences. To address this gap, this study explored student usage patterns and perceptions of impact of students enrolled in a large research-intensive university in Australia, using data collected through the third-party provider and a supplementary student survey from July 2018-June 2019. Overall, 90.4% of students considered their interaction with the service to be positive, with 81% reporting that the service assisted their learning. While the service is not aimed at replacing face-to-face tutoring of academic skills support, this study suggests that online-supported learning services may provide an increasingly relevant and useful service to students and supplementface-to-faceofferings.

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Student satisfaction with an online and a face-to-face Business English course in a higher education context

Cited by 126 publications

References 17 publications

The Impact of COVID-19 Pandemic on Tertiary Education in Bangladesh: Students’ Perspectives

The Impact of COVID-19 Pandemic on Tertiary Education in Bangladesh: Students’ Perspectives

Learning and Satisfaction in Webinar, Online, and Face-to-Face Instruction: A Meta-Analysis

Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students

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