The comparison of students’ satisfaction between ubiquitous and web-basedlearning environments

Virtanen, Mari; Kääriäinen, Maria; Liikanen, Eeva; Haavisto, Elina

doi:10.1007/s10639-016-9561-2

Cited by 43 publications

(33 citation statements)

References 36 publications

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“…Student satisfaction is an essential indicator of students' overall academic experiences and achievement (Virtanen, Kääriäinen, Liikanen & Haavisto 2017). Consequently, measuring students' satisfaction can help to determine their overall performance in an online course.…”

Section: Measuring Student Satisfaction In Online Coursesmentioning

confidence: 99%

Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy

Rajabalee

Santally

2020

Preprint

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There has been much debate on the issue of whether online learning was better than traditional education and vice-versa over the past decade. Over time, the concept of blended learning became quite the norm, especially within traditional universities who could no longer turn a blind eye to the educational revolution brought about by information and communication technologies. While the pace of technology integration in universities generally varies in pace, the world has recently experienced a massive uptake, albeit in an unplanned and mostly disorganized manner, of e-learning technologies due to the Covid-19 pandemic. Researchers have emphasized on the quality of online courses from a perspective of learner achievement in terms of student satisfaction, engagement and performances. In this paper, we analyze student feedback and report the findings of a study of the relationships between student satisfaction and their engagement in an online course with their overall performances. The module was offered online to 844 university students in the first year across different disciplines, namely Engineering, Science, Humanities, Management and Agriculture. It was assessed mainly through continuous assessments and was designed using a learning-by-doing pedagogical approach. The focus was on the acquisition of new skills and competencies, and their application in authentic mini-projects throughout the module. Student feedback was coded and analyzed both from a quantitative and qualitative perspective. The association between satisfaction and engagement was significant and positively correlated. On the other hand, there was a weak but positive and significant correlation between satisfaction or engagement with their overall performances. We further observed that students were generally very satisfied with the learning design philosophy, irrespective of their performance levels. Students, however, reported issues related to lack of tutor support and experiencing technical difficulties across groups. The findings raise important implications for institutional e-learning policy making. The factors that are important relate to the object of such policies, learning design models, personalized support, distributed virtual learning through synchronous interaction, and learning analytics.

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Section: Measuring Student Satisfaction In Online Coursesmentioning

confidence: 99%

Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy

Rajabalee

Santally

2020

Preprint

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“…This result agreed with various studies results which confirm the interactions between the teacher of the course and the students, and among students themselves, were important to the learning process. Also the interaction at appropriate time between the teacher and the learner was definite in strengthen/ reinforcement student learning, and the immediate and quick feedback from the teacher at appropriate time are essential key to achieve learners satisfaction about e-learning environment (Harrati et al, 2016;Harvey et al, 2017;Raspopovic & Jankulovic, 2017;Violante & Vezzetti, 2015;Virtanen et al, 2017;Wu et al, 2010).…”

Section: The Interpretation Of Research Resultsmentioning

confidence: 99%

“…To specify the scale dimensions, terms, backgrounds, theoretical attitudes, and various concepts in E-leaning field. E-learning environment satisfaction, were accessed, and to benefit from some literature reviews included used tools and measurements (Chang, 2011;Harrati, Bouchrika, Tari, & Ladjailia, 2016;Harvey, Parahoo, & Santally, 2017;Raspopovic & Jankulovic, 2017;Violante & Vezzetti, 2015;Virtanen et al, 2017;Wu, Tennyson & Hsia, 2010). This scale enrolled 36 phrases presented in 5 dimensions: The facility of using the systems, System functions, Interactions, Feedback provision synchronism, Overall satisfaction with learning environment.…”

Section: E-learning Environment Satisfaction Scalementioning

confidence: 99%

“…In the light of the results that the recent research and previous literature reviews pointed to (DeLucenay et al, 2017;Harrati et al, 2016;Harvey et al, 2017;Lefevre & Cox, 2017;Raspopovic & Jankulovic, 2017;Violante & Vezzetti, 2015;Virtanen et al, 2017), and research's projects included in the folds, the researcher presented some recommendations and educational applications to benefit from it as a practical applications when designing Elearning contents as the following:…”

Section: Study Recommendations and Proposalsmentioning

confidence: 99%

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The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students

Afify

2018

EURASIA J MATH SCI T

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The present study aims to identify the impact of interaction between timing of providing feedback and technologies delivered in E-Learning environments (Immediate -Delayed) & interaction with learning style (Active -Reflective) on developing the design and production skills of educational e-blogging; and satisfaction with e-learning environment. The sample consisted of (67) students from the Arab Open University, Kingdom of Saudi Arabia, Dammam Branch. The participants were divided into four experimental groups according to the design Factorial (2 × 2): Group 1: (19) students with active learning style provided with immediate feedback; Group 2: (17) students with active learning style provided with delayed feedback; Group 3: (15) reflective students provided with immediate feedback; Group 4: (16) reflective students provided with delayed feedback. The tools include observation card, satisfaction scale with e-learning environment and learning style scale. The results showed statistically significant differences between the mean scores of the experimental groups, which received immediate feedback in acquiring the design and production skills of blogging and satisfaction with e-learning environment. The results also showed that students with active learning style were superior in their performance on each of the performance practical skills for the design and production of blogs and satisfaction with e-learning environment.

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“…Peters, Barbier Faulx and Hansez (2012) considered that enjoyment was a prerequisite to understanding students' satisfaction and that it could improve learning. Virtanen, Liikanen and Haavisto (2017) showed that enjoyment in a learning environment determines students' satisfaction with the instructions, feedback and technological methods used in the learning activity. As a consequence, we propose the following hypothesis:…”

Section: Technology-related Characteristics: Relative Advantages Enjmentioning

confidence: 99%

How extroversion affects student attitude toward the combined use of a wiki and video recording of group presentations

Fraj‐Andrés

Lucia‐Palacios

Pérez-López

2018

Computers & Education

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The aim of this paper is to analyze the effect of extroversion on students' attitude toward the combined use of a wiki and the video recording of oral presentations to improve communication skills using a quantitative approach. The model includes stress because it is considered an important aspect in public speaking situations, especially so in a case like ours where the videos will be available to the class. The students' enjoyment and the relative advantages of the learning activity are also included because they may have an influence on satisfaction and course recommendation. A survey was carried out among first-year undergraduate students. Using partial least squares methodology, the results suggest that extrovert individuals perceive less stress and more enjoyment when performing this activity, which results in them having a better attitude toward it. A total mediation effect of enjoyment between extroversion and attitude is found. Our findings also confirm that stress acts as a barrier to satisfaction, but it does not create a negative reaction toward the activity. Finally, the results show the mediation effect of attitude between the perceived relative advantages and satisfaction and between enjoyment and satisfaction.

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The comparison of students’ satisfaction between ubiquitous and web-basedlearning environments

Cited by 43 publications

References 36 publications

Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy

Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy

The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students

How extroversion affects student attitude toward the combined use of a wiki and video recording of group presentations

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