The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic

Abstract

In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.

Satisfying and Dissatisfying Determinants of Online Education during Covid-19 Pandemic

“…Students can easily communicate with world Professors to share information and knowledge. This result is in line with literature review studies (Dastidar, 2021;Baber, 2020).…”

Online Learning and Academic Satisfaction of University Students of Administrative Sciences in A Public University of ICA in Post-Pandemic Times

“…Regarding the performance of the teacher in his e-teaching we contribute that 53% of the students respond that always or almost always the teacher performs his work of mentoring, of feedback with them, to improve their student performances and thus their university didactics is strengthened, with a new facet of the teacher in search The covid-19 pandemic, marked important milestones in university education, since many universities carried out their training of new professionals in person, and the current times with confinement of students and teachers is adopted by an asynchronous modality of studies, showing that the administration student is 85.2% is always or almost responsible for their punctual attendance at their virtual academic work, in the academic process of teaching classes, evaluations and other actions increasing academic satisfaction with responsibility and commitment, thus corroborating the conclusions of their research by Gelineau-Morel and Dilts (2021) Another significant result obtained is that the student states that online learning in 55.6% are always or almost always satisfied with what they have obtained from one semester to another from the 2020 academic year, and that they are important, which allows them to be used later in other subjects as well as strengthen their leadership skills, of decision-making and mentoring that would later lead him to use them in professional performance, findings that validate those obtained by Dastidar (2021) that in his research found differences in online learning and academic satisfaction of students, this is a contrast with what I conclude Carhuaz, 2020 where academic satisfaction is low in terms of students' online achievements.…”

“…In addition, a significant difference was found in their satisfaction with online learning environments according to academic current. Arts students scored the highest, while science students scored the lowest in their perceptions of online learning environments and satisfaction in online learning environments (Dastidar, 2021).…”

EFL High School Students’ Satisfaction in Online Learning and Expectations Towards Blended Learning: An Investigation

“…The studies indicated that students experienced positive outcomes and that learning had a positive impact on their academic performance (Basith et al, 2020;Ngo et al, 2021). It can be predicted that online learning allows students to learn on their own and encourages self-discipline (Dastidar, 2021;Guo et al, 2022).…”