Students’ Satisfaction Of Online Learning In Oman

AL-OMAIRI, ALHAM RASHID AAMIR; Hew, Soon Hin

doi:10.12688/f1000research.73579.1

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…272 Some studies also focus on the students' satisfaction of asynchronous learning. A recent research in Oman found that pupils are quite satisfied with asynchronous learning (Al-omairi & Hew, 2022). They feel they had a positive learning experience and are inclined to advocate and recommend this learning approach.…”

Section: Ayundhia Et Al Asynchronous Learning In…mentioning

confidence: 99%

Asynchronous Learning in Online English Class: Indonesian College Students’ Problems and Coping Strategies

2023

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Despite its prominence, research on asynchronous learning addressing students' issues and coping strategies, particularly in Indonesian EFL context remains sparse. This study aimed to address the research gap and uncover the students' issues in an asynchronous English class and how they cope with these challenges. The data were collected through questionnaire distributed to 67 students at an Indonesian university. The findings indicated certain issues that arise during asynchronous English lesson. The students found that a poor internet connection, social media distraction, a lack of interaction between students and the teacher as well as among students, and a lack of opportunities to practice English as their primary learning barriers. The findings also revealed that the activities that students took to deal with these problems, making a smart move in asynchronous English class, was effective. Despite the numerous distractions, the students strove to maintain their focus on the materials. However, as their strategies in asynchronous English class, students did not attempt to contact their teacher to inquire about the materials, and they did not establish a timeframe and learning objective. Limitations and recommendation for future research are discussed.

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Section: Ayundhia Et Al Asynchronous Learning In…mentioning

confidence: 99%

Asynchronous Learning in Online English Class: Indonesian College Students’ Problems and Coping Strategies

2023

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“…The Sultanate of Oman's academic institutions should offer asynchronous courses and encourage online learning, as it is the most effective and modern method of learning (Al-Omairi and Hew, 2022). Al-Omairi and Hew (2022) conclude that there is no consensus on specific measures for measuring students' satisfaction with online learning, so it is important to study e-learning factors from a student's perspective. The results of such studies should be used to enhance the satisfaction of students with online learning environments.…”

Section: Research Problemmentioning

confidence: 99%

An empirical study of students' perceptive on e-learning systems success

Banu,

Shrivastava,

Salman

2024

IJILT

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PurposeThe effect of e-learning success relies on the learning management system and its effectiveness provided to the learners. As a result, higher education institutions (HEIs) are expanding using various e-learning platforms and focusing on system and information quality. This study adopts the ISS (information system success) model to assess students' perception of e-learning system success (e-LSS).Design/methodology/approachA quantitative research approach was used to analyse 151 students' perceptions collected from HEIs in Oman. The survey instrument was built on prior research related to DeLone and McLean’s ISS model, and expert opinion was involved for validation. The snowball sampling method was used to collect the data, and participants' anonymity and confidentiality were maintained as part of the ethical process. The reliability of data was tested using Cronbach's alpha analysis. A statistical tool like correlation was used to examine the relationship between the study variables (system quality, information quality, user satisfaction and e-LSS).FindingsThis study’s results revealed that students positively perceived system usage, and users' satisfaction with e-learning systems (e-LSs) was high. Moreover, the correlation results indicated that the system and information quality aspects of e-learning significantly influence e-LSS.Practical implicationsThe study results on students' perspective towards e-learning information systems can be advantageous to HEIs and various stakeholders like policymakers, and e-learning platforms. It may support and assist the HEIs and corporate firms in deciding on e-learning platforms for students and learners, respectively. Moreover, the consolidated findings will contribute to the existing literature on e-learning success factors from students’ perspectives.Originality/valueThis study examines the students' perception of e-LSS in Oman HEIs and advocates prospects for further in-depth study and analysis.

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

Li²

2023

Front. Psychol.

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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.

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Students’ Satisfaction Of Online Learning In Oman

Cited by 3 publications

References 2 publications

Asynchronous Learning in Online English Class: Indonesian College Students’ Problems and Coping Strategies

Asynchronous Learning in Online English Class: Indonesian College Students’ Problems and Coping Strategies

An empirical study of students' perceptive on e-learning systems success

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

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