JQDN

General

E-Learning And Student Satisfaction

Di: Stella

Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context employ self directed learning of Vietnam, an Results: The results show that blended learning influences students’ performance and satisfaction. Conclusions: Course management and interaction positively impact students’ satisfaction and performance. The interaction has a more significant effect on both satisfaction and performance outcomes from blended learning.

Using the student voice to improve higher education

Abstract: This study assesses student satisfaction with the community immersion component of the National Service Training Program (NSTP) service-learning course at National University Dasmariñas, which aligns with the Philippine Constitution’s emphasis on youth development and social awareness. This study, grounded in transformational learning theories, investigated the satisfaction levels of higher education students with online learning during the COVID-19 pandemic. The study found that students expressed a neutral sentiment towards the online learning environment, with key aspects valued by students, including instructor support, guidance, and personalization. While there is a large number of research work performed on presenting different factors influencing students’ satisfaction with Higher Education institutions, there is a need to combine all these efforts and provide a comprehensive framework of challenges and factors influencing the students’ satisfaction in face-to-face and online learning environments. Such

An Empirical Study of ClassPoint Tool Application in Enhancing EFL ...

Celia C. Lo1 Abstract: Data from students in two sections of a general education course offered at a research university in spring 2009 were used to explore whether student satisfaction factors are associated with perceived learning as rated by students. A list of 22 elements in the learning environment was explored. The 22 were used in creating 3 satisfaction factors related to the It measures students’ opinion of their performance and whether it has worsened with the transition to the online learning mode [34, 41, 57]. The proposed model’s structural part includes three constructs: E-learning Quality, Perceived Student Satisfaction and Based on the analysis of related studies, considering the existing issues, this article aims to examine the impact of Online Learning Experience on Student Engagement and its subsequent impact on

The highest areas of satisfaction for students were communication and flexibility, whereas 92.9% of faculty were satisfied with students’ enthusiasm for online learning. Technical problems led to reduced student satisfaction, while faculty were hampered by the higher workload and the required time to prepare the teaching and An important aspect of supervision is the supervisor–student relationship. This quantitative study (N = 401) investigates how perceptions of the supervisor–student pandemic suddenly accelerated online relationship are related to three dependent variables: final grade, perceived supervisor contribution to learning, and student satisfaction. The results suggest efforts to increase students’ satisfaction and intention with e-learning should be directed to adopting easy and useful e-learning platforms. In addition, training and motivating students to continue e-learning and increasing their confidence to ensure the effective and efficient use of such teaching modalities.

Online courses with massive number of students usually generate a lot of data related to educational processes and learning pathways from each individual student. They consist of learners‘ activities, participation and contribution, and they are significant collection of data that emerged from learners‘ input on eLearning platforms. The past ten years student and have witnessed a tremendous increase in the number of online courses, and the COVID-19 pandemic suddenly accelerated online education. Many students and instructors were unprepared for online learning. In particular, online learners are expected to employ self-directed learning (SDL) skills to succeed. This qualitative study examined students’

Blended Learning and Student Satisfaction: The Moderating.

PDF | On Dec 25, 2022, Rina Harimurti and others published Student Satisfaction Level Analysis on Project-Based Learning Online | Find, read and cite all the research you need on ResearchGate

In this study, we examined the effect of active learning pedagogies on students’ satisfaction of learning processes in ALC and Traditional Classrooms [TCs]. The results show that active learning pedagogy activities are significant factors that increase students’ satisfaction with their individual and group learning processes. The study aims to examine the implementation of an online learning approach to improving academic performance and students‘ satisfaction. Analysis of Variance (ANOVA) was used to test the impact

Social presence, the ability to perceive others in an online environment, has been shown to impact student motivation and participation, actual and pe

Moving problem-solving and discussion activities into the classroom seems likely to make students’ learning processes—not only outcomes revealed on tests and exams—more visible to both student and teacher. The The results from structural equation modelling questionnaire is used (SEM) revealed significant positive relationships between perceived e-learning service quality dimensions and e-learning student satisfaction. It was also reflected that student satisfaction positively affected student loyalty with e-learning (P < 0.05).

Abstract This article presents the results of a three-year study of graduate and undergraduate students’ level of satisfaction with online instruction at one university. The study expands on earlier research into student satisfaction with e-learning. Researchers conducted a series of surveys over eight academic terms. Five hundred and fifty-three students participated in the Objective of the study This study is aimed at measuring student satisfaction with e-learning environment in the first ICT based University of Pakistan, Virtual University of Pakistan.

Examining the adoption of technology-enhanced learning in universities and its effects on student performance, satisfaction, and motivation Abstract This study compared online learning systems to traditional classrooms for effectiveness and student satisfaction. 500 university students were questioned about both learning techniques. Given the unobvious relation-ship between learning and student satisfaction, we cannot assume that an effect on learning is accompanied by a cor-responding effect on satisfaction, and the possible effect of the flipped classroom on both outcomes should therefore be investigated.

This study explores the relationship between student readiness for online learning and its impacts on engagement, satisfaction, and academic achievement in Indonesian higher education. Using a mixed-methods design, the quantitative phase employed Structural Equation Modeling (SEM) to reveal that online learning readiness significantly affects student The data was collected from undergraduate students in both South Korea and India to gain a cross-country study. The with students enthusiasm for online study found that the factors–interaction in the classroom, student motivation, course structure, instructor knowledge, and facilitation–are positively influencing students’ perceived learning outcome and student satisfaction. Associations were explored between student satisfaction with e-learning and the three factors (instructor support, student interaction and collaboration, and student autonomy) using Pearson correlation analysis and regression analysis.

This work offers a structural model that explains students’ satisfaction (SS) through integrating teacher support, peer support, perceived usefulness, perceived ease of use, and learning motivation.

PDF | On Jan 1, 2022, Victor Chang and others published Factors affecting student satisfaction in e-learning | Find, read and cite all the research you need on ResearchGate This way of learning enables students to partially control the process of learning. The study aims to find out the effect of blended learning on students’ performance and satisfaction. Students’ satisfaction with blended learning does not necessarily lead to students’ performance improvement. A structured questionnaire is used to gather data. Abstract Flipped and blended learning pedagogies are increasingly being adopted by institutions that see in these novel pedagogies, mechanisms that might contribute to improved student outcomes

Abstract This article explores students’ satisfaction in experiential learning in the undergraduate program in Human Kinetics at the University of Ottawa.