ABSTRACT
Objective: This study was conducted to determine the level of student's satisfaction with online teaching during the COVID-19 pandemic. Methodology: The study was conducted in Sharif Medical and Dental College, Lahore from 10th June to 10th July 2020. It was a cross-sectional survey in which MBBS and BDS students were consecutively enrolled in the study. An online survey was carried out after the completion of 6 weeks of online classes through the Zoom application. A self-designed questionnaire based on a 5-point Likert scale was given to the students to grade the effectiveness of learning through e-classes and their satisfaction level on various parameters. On the Likert scale, 1 & 2 were taken as highly dissatisfied (strongly disagree, & disagree) and 4 & 5 being satisfied (strongly agree, & agree) and 3 was considered as uncertain. Percentages of the respondents in each domain of the questionnaire were calculated. Results: Out of 470 participants, only 72(15.32%) students already had an experience of e-classes. Among the study participants, 327(69.57%) were of MBBS and 143(30.43%) were of BDS. The majority of the students 291(61.91%) were not satisfied with online classes, 99(21.06%) of students were uncertain and only 80(17.02%) of the students were satisfied. Conclusion: The majority of the students 291(61.91%) were not satisfied with online classes in terms of learning environment, technological characteristics, and course management.
ABSTRACT
Increasing the quality of education with the use of technology has been one of the main goals of education for many years. In this direction, e-learning systems have attracted great interest from higher education institutions and large-scale investments have been made in these systems. The transition to online education worldwide with the effect of the COVID-19 pandemic has made e-learning systems much more critical. At this point, students' e-learning systems acceptance have assumed a vital role for the success of online education. Thus, the purpose of this study is to determine the factors that affect the intention of university students to use e-learning systems, to examine the relationships between factors and to verify an extended technology acceptance model for higher education. The data were collected from 1709 university students studying online. The data of the study, in which the structural equation modeling method was adopted, was analyzed with PLS-SEM technique. According to the analysis results, the developed model explains 76.2% of the intention, 67.9% of the perceived usefulness and 62.9% of the perceived ease of use. In addition, 11 of the 12 proposed hypotheses were supported. The only relationship that is not significant belongs to perceived usefulness, which is a very important determinant in the context of technology adoption. Compatibility had the greatest effect on intention, and all relationships related to the emotion based constructs were found to be significant. The findings of the study are valuable in terms of better understanding the e-learning system use of university students during the pandemic.