Students’ interactions, satisfaction and perceived progress in an online class: Empirical evidence from Babcock university Nigeria

Ayanbode, Oluyemi Folorunso; Fagbe, Abimbola; Owolabi, Ruth Onajite; Sunday, Oladipo; Ewulo, Olasunbo Ruth

doi:10.1080/2331186x.2022.2060783

Cited by 9 publications

(6 citation statements)

References 25 publications

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“…Student-content and student-instructor interactions predict satisfaction at a moderate level, while student-student interaction predicts satisfaction at a low level. These findings coincide with the findings of Ayanbode et al (2022), Bağrıacık (2015), Sher (2009), Kuo et al (2013), Kuo et al (2014), Parahoo et al (2016). As mentioned before, learning without interaction would be merely information transfer (Moore, 1993).…”

Section: Discussionsupporting

confidence: 91%

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The Relationship between Satisfaction, Interaction, E-learning Readiness, and Academic Achievement in Online Learning

Bağrıacık Yılmaz

2023

Open Praxis

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In this study, the relationship between students' e-learning readiness, perceptions of interaction in online learning environments, satisfaction, and academic achievement was examined. The research was conducted according to correlational study principles. The academic achievement variable of the study was determined based on the final exam grades of the students, and three separate scales were used for other variables. The data of the study were obtained from 212 students who received fully online education. The data obtained were analyzed by structural equation modelling method. According to the results of the study, e-learning readiness and interaction perception are predictors of satisfaction in online learning environments. The effect of interaction on satisfaction was found to be higher. There is a moderate relationship between student-content and student-instructor interaction dimensions of interaction and satisfaction. There is a low level relationship between many dimensions of e-learning readiness and satisfaction. However, e-learning readiness, interaction, and satisfaction are not predictors of academic achievement. Moreover, no significant relationship was found between e-learning readiness and interaction. Based on the findings of the study, various comments and suggestions were made regarding better online learning environments.

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Section: Discussionsupporting

confidence: 91%

“…As mentioned before, learning without interaction would be merely information transfer (Moore, 1993). However, Ayanbode et al (2022) and Kuo et al (2013) found that all dimensions of interaction predicted satisfaction. Whereas, Kuo et al (2014) found that only student-content and student-instructor interactions predicted satisfaction.…”

Section: Discussionmentioning

confidence: 82%

The Relationship between Satisfaction, Interaction, E-learning Readiness, and Academic Achievement in Online Learning

Bağrıacık Yılmaz

2023

Open Praxis

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“…In some cases, in order to strengthen the interaction, projects, groupwork, and assignments were moved to WhatsApp groups where students could collaborate on the given tasks [53]. All in all, numerous studies posit that students viewed the online interaction experience as a positive one [53][54][55][56]. Other studies, on the other hand, report that students did not feel connected to their peers when studying online [44].…”

Section: Online Interaction During the Pandemicmentioning

confidence: 99%

Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective

et al. 2022

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The COVID-19 pandemic has left a mark on education as it had been known before. Beyond his, attention needs to be paid to the transition back to face-to-face learning and its implications. Within this context of change, the present research focuses on identifying the students’ preferred aspects of online education during the pandemic, namely learning, teaching, assessment, and interaction with peers and teachers, in order to improve face-to-face education by contextually adapting it to their needs. A survey was used on a representative sample of students from Politehnica University of Timisoara, Romania, who were required to indicate their preferred form of education and the most beneficial one for their professional development. The results indicate the targeted students’ several preferences, such as teachers’ support with electronic educational resources, the use of online educational platforms to access resources and take tests, the easier and individualized communication with teachers, as well as peer connectivity in common projects. These findings identify practical suggestions that lead to a balance between face-to-face and digital education, probably under the form of blended learning, which could be considered by the main stakeholders in order to have a future sustainable education.

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“…A student with a high level of involvement will have more contacts or a greater commitment to the academic experience (Yanto et al, 2013). Interaction between students and between students or lecturers and students during learning can increase student satisfaction (Ayanbode et al, 2022). The learning process is said to be successful if it can increase overall student involvement.…”

Section: Introductionmentioning

confidence: 99%

“…The use of interactive technology for learning is becoming increasingly important, especially since the COVID-19 pandemic (Aleisa, 2022). Online learning during the pandemic demonstrated the efficacy of using technology in learning, so hybrid learning is an option that should be implemented in universities in the future (Ayanbode et al, 2022). Learning ecosystems with digital learning content, in addition to other education policy components, will be important tools for solving learning problems in the future (Nguyen & Tuamsuk, 2022).…”

Section: Introductionmentioning

confidence: 99%

Using Google Workspace for Education to Engage Accounting Students

Nurkhin

Rohman

2023

JPEB

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This study aimed to describe the level of student engagement in online and face-to-face learning. This study also aimed to describe learning innovations created by lecturers by utilizing existing features on Google workspace. Finally, this study offers suggestions for using Google Workspace in accounting learning to improve student engagement. Quantitative and qualitative descriptive research was conducted by observing the experiences of students and lecturers during post-pandemic face-to-face learning. Questionnaires, observations, and interviews were used to gather data. The data analysis method used was quantitative and qualitative descriptive analysis. The results of the study indicated that there was no lack of student engagement in face-to-face learning. Lecturers had utilized the features on Google workspace but not optimally. Google's most frequently used service features were Google Classroom, YouTube, and Google Drive. Meanwhile, Google site, Jamboard and podcasts were the services that were rarely used. Lecturers could utilize google docs, google sheets, and google slides for accounting learning so that student engagement could increase significantly. This feature required students to actively collaborate to complete assignments because lecturers could monitor activities carried out by students in real time.

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Students’ interactions, satisfaction and perceived progress in an online class: Empirical evidence from Babcock university Nigeria

Cited by 9 publications

References 25 publications

The Relationship between Satisfaction, Interaction, E-learning Readiness, and Academic Achievement in Online Learning

The Relationship between Satisfaction, Interaction, E-learning Readiness, and Academic Achievement in Online Learning

Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective

Using Google Workspace for Education to Engage Accounting Students

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