Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic

Abstract

This research aims to evaluate the level of postsecondary student satisfaction with online learning platforms and learning experiences during the novel coronavirus COVID-19 pandemic in the Kingdom of Saudi Arabia (KSA). This paper is based on the premise of transformative learning theories [1], which describe the learners’ authority and investment over their learning. Quantitative research was carried out using a survey that was sent out to 283 students enrolled at one higher education institution in KSA. These data were analyzed using SPSS. Average Mean Score (AMS) was used for data analysis, where the results are validated using the Standard Deviation (SD), Skewness and Kurtosis test, and Cronbach Alpha test. The research findings revealed that the students are satisfied with the university staff and faculty members who agreed on specific online platforms to use, grading system, assessment options, training workshops, online technical support, and more. The research findings also showed that participants were highly satisfied with Google Hangouts the most for lecture delivery, followed by Google Classroom and LMS (Moodle) for course management and assessments. With only respect to the students’ online learning experiences, the COVID-19 situation within this study context was handled adequately. This study calls for further research into the integration of professional development workshops and practical training courses for online learning and teaching to endorse innovative teaching techniques and alternative assessment plans for instructors, learners, administrators, and policymakers.

Predicting student satisfaction of emergency remote learning in higher education during COVID-19 using machine learning techniques

“…Numerous studies regarding online learning across higher education have been conducted, that have enhanced both the understanding and practical implications of adopting different modes of online learning, such as blended, asynchronous, and synchronous learning [15]. To determine the success of e-learning in higher education student satisfaction is an important indicator to determine performance [2,5,[8][9][10][11][12][13][14][15][16]. Duque (2013) proposed a framework for evaluating higher education performance with students' satisfaction, perceived learning outcomes, and dropout intentions, and found that dropout intentions were strongly and negatively associated with student satisfaction [32].…”

Exploring students' learning experience in online education. Analysis and proposals based on the case of a Spanish open learning university

“…This data shows that the pedagogical support to the student, which represents one of the most significant aspects of online education (UOC, 2020;Almusharraf & Khahro, 2020;Sánchez-Gelabert et al, 2020) is not satisfactory for large numbers of students.…”

An Evaluation Model of the Online Learning Effect Based on Fuzzy Mathematics

“…The former is extremely more important than the latter 2, 4,6,8 Middle values between two adjacent relationships Reciprocal Relationship between index j and index i, there is = 1/…”

“…Nowadays, as the modern education technologies are becoming more and more intelligent, online learning is playing an increasingly important role in modern education [1][2][3][4]. However, since online learning is affected by a variety of constraints such as hardware facility, software system, teaching management, student self-learning, and course teaching implementation, etc., the manifestations of online learning effect and enhancement strategies have gradually become the focus of attention of field scholars [5][6][7][8].…”