Does emotion affect distance learning students' satisfaction during the COVID-19 lockdown?

Due to the COVID-19 outbreak, traditional teaching paradigms have been suffering a deep change set that will be completed once a new social balance will be reached. In this period, many students have been emotionally shocked due to the rude and fast passage from traditional to remote teaching. The main assumption of this study is that emotions may directly affect students' learning capability and their satisfaction by possibly modifying relations between satisfaction and its drivers. This understanding is crucial since satisfaction also affects students' learning performance. The paper aims at discussing the role of emotions in the relations between satisfaction and its drivers. The focus is on higher education. During the first Italian lockdown, an online survey was carried out, involving 178 students of a Roma Tre University master's degree, identifying a model for exploring a new concept of students' emotional satisfaction.

Exploring middle school students' attitudes and satisfaction about home-based online education during the COVID-19 epidemic and the influential variables

Background: Students' attitudes and satisfaction are important predictors of educational quality, especially under such special situation as large scale home-based online education during the COVID-19 epidemic. Objectives: This study investigated middle school students' attitudes and satisfaction about home-based online education during COVID-19 epidemic and potential influential variables. Methods: Survey data were collected from 788 middle school students in two typical Chinese public schools. Multinomial logistic regression analysis and ordinal logistic regression analysis were used to identify influential variables. Findings: We found that more than half of surveyed students felt that home-based online learning was either the same as (35.9%) or better than (18%) traditional face-to-face learning, while 46.1% felt that it was worse than traditional face-to-face learning. More than six tenth of surveyed students felt satisfied or very satisfied with their home-based online education, while less than one third kept neutral attitudes and very few felt unsatisfied or very unsatisfied. Importantly, the study found some influential variables impacting students' attitudes and satisfaction about home-based online education and they included individual variables (gender, time spent in doing homework, level of learning engagement), organizational variables (school type), and relational variables (time spent on communication and relationship with family members). (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Do I Know My Lecturer? Lecturer-Student Interaction in Tourism Higher Education Blended Learning in COVID-19 Era: The Case of Egypt

The current study investigates the effect of lecturer-student interaction-related variables (academic interaction, non-academic interaction, and interaction with a masked lecturer) on the student's overall satisfaction. A questionnaire was distributed to 472 tourism students at one of the Egyptian universities. The findings indicated that the pivot to blended learning diminished the quality of interactions between students and lecturers, but overall, that effect was not observed to have a substantial negative effect on students' overall satisfaction. The students accepted the need to be remote, so they adapted their expectations. Theoretical and practical implications are provided for tourism institutions and educators. © 2023 ICHRIE.

Using the fsQCA approach to investigate factors affecting university students' satisfaction with online learning during the COVID-19 pandemic: A case from China.

During the COVID-19 pandemic, higher education institutions have been forced to switch their teaching mode to online education. There has been limited in-depth exploration of the factors affecting students' satisfaction with online learning, and no consensus has been reached among these studies' results. Students' satisfaction is essential for realizing effective online education practices and meaningful to promoting the sustainable development of online courses, and it cannot be fully explained by one single factor. Research exploring the configuration of factors affecting students' satisfaction with online learning has been rare. This study adopted a novel data analysis method, the fuzzy-set Qualitative Comparative Analysis (fsQCA) method, to explore collocations of different factors affecting higher education students' satisfaction with online learning during the COVID-19 pandemic. This research surveyed 357 university students in Mainland China during the second semester of the 2021-2022 academic year using a structured questionnaire. The study identified that when students were satisfied with assignments and had a higher level of internet self-efficacy, or they were satisfied with their instructors and assignments, they were satisfied with online classes. Additionally, internet self-efficacy is indispensable to explaining students' higher level of satisfaction with online learning. This study contributes to our understanding of university students' satisfaction with online learning during the COVID-19 pandemic by using a novel method to explore the configuration of influential factors, and it provides implications for administrators and policymakers in the education field who seek to improve students' satisfaction with online learning.

Jordanian nursing students' engagement and satisfaction with e-learning during COVID-19 pandemic.

BACKGROUND: Nursing education was affected by the COVID-19 pandemic as most institutions shifted to e-learning. The aim of the current study was to examine students' engagement and satisfaction levels with e-learning during the COVID-19 pandemic. METHODS: A descriptive correlation design was used to guide this study. A voluntary response sampling method was used to recruit undergraduate nursing programs in Jordan. Data were collected using an electronic link to a self-reported questionnaire. RESULTS: A total of 1,562 undergraduate nursing students responded to the questionnaire. The study showed that most students have high engagement in the emotional, skills, and performance subscales and low engagement in the participation subscale. Further, they were moderately satisfied with e-learning during the COVID-19 pandemic. CONCLUSIONS: Students identified several issues regarding their e-learning, which must be considered to improve their engagement and satisfaction. Further, the study revealed several shortcomings in preparing students to attend e-learning classes.

E-content development of English language courses during COVID-19: a comprehensive analysis of students' satisfaction

There was a sudden switch to online learning approaches because of the COVID-19 pandemic. Universities were under pressure to provide a variety of e-learning designs during a short time, impacting the quality of the learning. This study tended to evaluate the quality of e-content development related to English language courses by Shiraz University of Medical Sciences (SUMS) faculties. The survey was conducted on 610 undergraduate students of SUMS who had an English course in the first semester which was during the same time that the pandemic started. A self-devised questionnaire including 30 items in five main domains: physical design, affective design, cognitive design (e-content organization and multimedia principles), flexibility, and ease of use was used to achieve students' satisfaction around the quality of the e-content developed by their teachers. Data were analyzed using SPSS 22 via one-sample t-test, Independent t-test, and ANOVA. Despite the limitations of e-content development by teachers, students had a satisfactory perception overall. Among the dimensions of e-content quality, physical design, cognitive design, ease of use, and flexibility had a score higher than the cut-off point but the score of the affective design was less. In addition, the differences were significant concerning age, gender, degree, type of digital device, and the faculties. It seems that in the situation of pandemics and lack of access to students, faculty members in terms of structural and cognitive dimensions have been able to develop satisfactory e-content in a short and intensive time, but it is necessary to be motivating, interactive, and up-to-date. © 2022, Beijing Normal University.

The Acoustic Environment and University Students' Satisfaction with the Online Education Method during the COVID-19 Lockdown.

The acoustic environment has been pointed out as a possible distractor during student activities in the online academic modality; however, it has not been specifically studied, nor has it been studied in relation to parameters frequently used in academic-quality evaluations. The objective of this study is to characterize the acoustic environment and relate it to students' satisfaction with the online learning modality. For that, three artificial neural networks were calculated, using as target variables the students' satisfaction and the noise interference with autonomous and synchronous activities, using acoustic variables as predictors. The data were obtained during the COVID-19 lockdown, through an online survey addressed to the students of the Universidad de Las Américas (Quito, Ecuador). Results show that the noise interference with comprehensive reading or with making exams and that the frequency of noises, which made the students lose track of the lesson, were relevant factors for students' satisfaction. The perceived loudness also had a remarkable influence on engaging in autonomous and synchronous activities. The performance of the models on students' satisfaction and on the noise interference with autonomous and synchronous activities was satisfactory given that it was built only with acoustic variables, with correlation coefficients of 0.567, 0.853, and 0.865, respectively.

"Online Learning” Technology Solutions during the COVID-19 Pandemic: An Empirical Study of Medical Technology and Allied Healthcare Student Perceptions

The COVID-19 outbreak has greatly forced the education systems around the world to undergo rapid change. Given today's uncertainty, it is essential to understand students' online learning experiences during the COVID-19 pandemic. Despite the fact that many studies were investigated in this area, there is limited available information about the barriers, challenges, and the difficulties students face during online learning. This paper studies the online learning platforms' utilization during the COVID-19 pandemic for students' engagement in the Medical Technology and Allied Healthcare education. This paper looks at studying the various benefits of imparting education through e-learning, identifying the challenges faced by learners, and measures the satisfaction levels of learners. From the study, it emerged that students' satisfaction index in using e-learning technologies is high for courses in Medical Technology and Allied Healthcare education. Copyright © 2023, IGI Global.

Evaluation of factors affecting university students' satisfaction with e-learning systems used during Covid-19 crisis: A field study in Jordanian higher education institutions

E-learning results from the integration of technology and education and has become an effective learning medium today. E-learning courses and systems with various services are on the rise owing to its importance. E-learning systems should be evaluated to assure successful delivery, effective usage, and positive impacts on learners. A holistic model that identifies various levels of success on a vast range of success determinants was proposed. The model was empirically validated using data obtained from 724 e-learning student users in Jordan. Structural Equation Modelling (SEM) was used in data analyses. Results showed that perceived usefulness of information systems, user train-ing, system quality, and management support have positive effects on user's behavioral intention;whereas perceived ease of use has not. Also, SEM displayed that user behavioral intention has a positive effect on information systems use, use on student satisfaction, and the latter on student loy-alty. Machine Learning (ML) methods produce high correlation values reaching up to 80% in predicting Behavior Intention (BI) from the input factors, and student loyalty from student satisfaction factors. This indicates that the ML are promising techniques to forecast the future targets based on the input independent features. © 2023 by the authors;licensee Growing Science, Canada.

Examining students' continuous use of online learning in the post-COVID-19 era: an application of the process virtualization theory

Purpose>This study investigated the impact of the virtualization requirements of the learning process on students' satisfaction and their intention to continue using online learning.Design/methodology/approach>A research model was developed using the process virtualization theory (PVT);it was validated empirically using data obtained from an online questionnaire-based survey of 489 undergraduate students.Findings>The main results support the role of representation for sensory requirements, sensory requirements, reach, representation for relationship requirements and relationship requirements on shaping students' satisfaction, which all also have a significant influence on students' intention to continue using online learning. Relevance factors are responsible for 61.6% of the variance in students' satisfaction and 83.6% of the variance in their intention to continue using online learning. However, neither the synchronism requirements nor the identification and control requirements had a significant effect on students' satisfaction or on their intention to continue using online learning.Originality/value>The present research focused on PVT in an online learning context;consequently, a new set of factors that influenced students' satisfaction with and intentions to continue using online learning was empirically tested for the first time. This research contributes to the literature on information systems because it advances the generalizability and applicability of the PVT in a new context and new cultural setting. Moreover, the research apprises researchers and practitioners of new factors, which should be understood and fulfilled to make virtual learning equivalent to the face-to-face learning experience.

Online Vs. In-Campus, Comparative Analysis of Intrinsic Motivation Inventory, Student Engagement and Satisfaction: A way forward for Post COVID-19 Era

The education sector was severely impacted due to the pandemic;thus, educational institutions had to shift toward an online learning system. This adaptation in the educational system posits a challenging question: which mode of learning would be best to engage and satisfy the students in the post-COVID-19 era? Therefore, drawing on the self-identity theory, this study explores the differential impact of intrinsic motivational factors (interest/enjoyment, competence, autonomy, and belongingness) on digital engagement and online class satisfaction versus on-campus psychological engagement and physical class satisfaction. Surveying 496 students from six Indonesian universities shows that digital technologies make the learning process interesting and joyful for students compared to on-campus classroom learning, thus resulting in more digitally engaged and satisfied students. Simultaneously, competence is found to be positively impacting online and on-campus students' engagement and satisfaction at an equal level. Moreover, autonomy and belongingness show more students' engagement and satisfaction within the campuses than in an online learning mode. These findings suggest that the post-COVID-19 era can take advantage of both these methods to incorporate a hybrid mix of blended learning to achieve the best learning outcomes in terms of engagement and students' satisfaction. Implications for higher education institutions and directions for future research are suggested. © The Authors.

Online Learning During Covid-19 Pandemic: A View of Undergraduate Student Perspective in Malaysia

The advancement of technology changes the mode of operation worldwide education industry, where educational services can be delivered either in face-to-face or online teaching. The outbreak of COVID-19 forced higher education institutions to shift from face-to-face teaching to fully online learning, even though online learning is yet to be fully implemented in many institutions. This trend has prompted us to study this interesting topic and gather information about undergraduate students’ satisfaction with online learning from home due to the limited study focus on Malaysia. The operation of the study is based on the user satisfaction theories. A total of 156 questionnaires were distributed via judgement sampling guidelines. PLS-SEM was used for the data analysis. The results confirmed that the online learning system is useful but not user-friendly. Technical system quality is up to the satisfactory level from students’ perception. Furthermore, the attitude was confirmed significantly impact undergraduate students’ satisfaction with online learning. Discussion of the findings, implications, and direction for future research are also presented in the final section of the study. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Examining Learning Experience and Satisfaction of Accounting Students in Higher Education before and amid COVID-19.

The widespread outbreak of the COVID-19 virus had substantial impacts on higher education, which turned into distance using virtual environments and electronic (e) learning platforms. There is a growing body of research on the effect of COVID-19 on students' education and e-learning experiences amid the pandemic. However, limited research was performed to assess the learning experience before and amid the COVID-19 pandemic among students in specific disciplines such as accounting. The current research compares accounting students' learning experience and satisfaction before and amid the COVID-19 pandemic. We distributed a pre-tested questionnaire online to students through our colleagues. The results of the SEM multi-group analysis with Amos indicated significant differences between students' experience before and amid the COVID-19 pandemic, which had a significant influence on their satisfaction. Accounting students were found to have more participation in learning, to receive proper support and motivation, and to have better assessment and feedback before than amid COVID-19. However, they had better access to information and learning resources and were able to construct knowledge amid the pandemic using e-learning than before the pandemic. Several implications from the findings are raised and discussed.

Factors Influencing the Secondary Level Students' Satisfaction in E-Learning: A Case Study of an Educational Institute in Sri Lanka

With the covid-19 pandemic, e-learning has shown significant growth in Sri Lanka over the last few years. As a remedy to sudden school closure during the covid-19 outbreak, educational institutes have adopted e-learning to minimize the disruption of education. Even though there are benefits, teachers complained that the satisfaction of secondary level students is declining, and it has impacted the academic performance to become low. Therefore, this research is conducted to investigate the factors influencing the secondary level students' satisfaction in e-learning at an educational institute in Sri Lanka from students' perspectives. This study takes 211 students from secondary-level students in an educational institute as participants. The data were gathered through online questionnaires undertaking a Quantitative approach. Overall results indicate that flexibility is the most influencing factor. Respectively, the quality of the e-learning system/platform, Interactivity, quality of the Internet, and quality of the learning material influence students' satisfaction. As per the recommendations, the educational institute is suggested to select a suitable e-learning platform and use Learning Management System (LMS). Also, they are suggested to provide a fixed timetable for teachers. The teachers are encouraged to be more interactive and to use computer-based learning materials to deliver the content. Also, an educational institute is suggested to provide adequate teacher training in creating resource materials. The Ministry of Education is suggested to provide a free e-learning system and data package for less cost. Also, the Ministry of Education is recommended to take strategic decisions to enhance school curriculums to be interactive. E-learning system designers should be aware of the school curriculum in designing e-learning systems. And the Government is encouraged to increase the coverage and infrastructure facilities to establish a satisfying e-learning environment. © 2022 IEEE.

Students? satisfaction with online learning at the beginning of the SARS-COV-2 pandemic

The aim of this study is to present students' satisfaction with online learning from different countries and the challenges they faced at the beginning of the SARS-COV-2 pandemic. It presents the Transatlantic Educators Dialogue (TED) Alumni program and a short description of the education systems of Croatia, Serbia, Lithuania, Hessen Germany and Romania. Teachers who participated in TED courses sent a survey to their students who participated in online classes. The number of 321students (207 girls and 114 boys) from eight countries responded to the online survey. The results indicate that students from different countries use the same platforms for online learning and they were able to evaluate their performance during online learning. Solutions to improve online learning are proposed.

COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors.

Background: The current study examines student satisfaction with e-learning, the adaption of online learning channels, digital competency of students' involvement, and academic achievement during COVID-19. Purpose: The purpose of this study is to examine the online influencing components for learning among University students in Pakistan during the COVID-19 Pandemic. Methods: The study population comprised Pakistani University students in Punjab province who tooke online lessons throughout the epidemic. In accordance with the study's purpose, a questionnaire survey was employed to gather primary data. SPSS-23 is used for analyzing the demographic data, and cleaning and preparing data for testing hypotheses. SmartPLS 3.0 was used to investigate the suggested study framework using structural equation modeling (SEM). Results: The analysis of the SEM model shows that all planned hypotheses (Adaptation of Online Education Channels -> Satisfaction about E-learning, COVID-19 Pandemic -> Adaptation of Online Education Channels, COVID-19 Pandemic -> Digital Competence, COVID-19 Pandemic -> Motivation for Online Learning, COVID-19 Pandemic -> Willingness for Online Learning, Digital Competence -> Satisfaction about E-learning, Motivation for Online Learning -> Satisfaction about E-learning, Satisfaction about E-learning -> Academic Achievement, Willingness for Online Learning -> Satisfaction about E-learning) are confirmed. Conclusion: The results linked e-learning satisfaction to academic success and Pakistani students who utilized e-learning throughout the outbreak reported higher levels of academic satisfaction and achievement.

Exploring Factors Affecting Graduate Students' Satisfaction toward E-Learning in the Era of the COVID-19 Crisis.

BACKGROUND: Shifting the educational system from a traditional to an online context during COVID-19 necessitated several considerations to assure students' satisfaction with e-learning. AIM: This study aims to explore the factors influencing students' satisfaction with e-learning during the COVID-19 crisis. In particular, it tests multiple mediations, student factors, and system quality between students' satisfaction and each course evaluation and instructor's performance. METHODOLOGY: In this cross-sectional study, 258 undergraduate and postgraduate students enrolled in online courses at multiple Malaysian universities were recruited using non-probabilistic purposive sampling. Data were collected using a questionnaire that assessed four factors that influenced students' satisfaction with e-learning during the COVID-19 crisis (i.e., instructor performance, course evaluation, student factors, and system quality) and analyzed using the partial least squares route structural equation modelling (PLS-SEM). RESULTS: The results indicated that the four factors were significantly associated with students' satisfaction with e-learning during COVID-19. Student factors and system quality were the most factors predicting students' satisfaction with e-learning. Findings indicate statistically significant relationships between the instructor's performance, student factors, course evaluation, and system quality on students' satisfaction. Furthermore, the results depict that both course evaluation and system quality serially mediate the relationship between instructors' performance and students' satisfaction. CONCLUSION: This study finds that improving and enhancing student factors and system quality is critical for students' satisfaction with e-learning. Furthermore, e-learning platforms should contain new advances of computer-mediated technologies that enable collaboration, which is a critical factor in the success of e-learning systems.

Students’ satisfaction on learning calculus using open and distance learning method during COVID-19 pandemic

In early 2020, due to the COVID-19 outbreak in Malaysia, all higher education institutions had to switch from face-to-face learning to open and distance learning (ODL) method. The main purpose was to prevent any further spread of the COVID-19 virus. This study aimed to identify factors carrying impacts on students’ satisfaction in learning calculus using ODL method. The sample consists of 224 students of Universiti Teknologi MARA (UiTM) Perak Branch, Tapah Campus who took calculus subjects using ODL method during the COVID-19 lockdown in Malaysia. Five factors are found to influence students’ satisfaction towards ODL method: student-lecturer interaction;lecturer performance;ODL course evaluation;design;and technical. By using partial least square (PLS)–SEM method, the results showed that lecturer performance has a large effect size on students’ satisfaction. Technical and design factors have medium effect sizes, while the ODL course evaluation and student-lecturer interaction have small effect sizes. This research provided useful insights for an effective planning of online calculus courses by considering all factors that influence students’ satisfaction. © 2022, Institute of Advanced Engineering and Science. All rights reserved.

Assessing the satisfaction of students with the learning methods used during the coronavirus pandemic in Saudi Universities

Objectives: The aim was to assess Saudi students' satisfaction with two methods of lecture delivery used during coronavirus pandemic, namely live online sessions (LOS) and recorded online lectures (ROL), and students' perspectives regarding distance and traditional education. Materials and Methods: A cross-sectional study was conducted on 600 Saudi students from 22 Saudi universities during December 2020. A questionnaire, formed of both multiple choices and open-ended questions, was designed at the Department of Anatomy, College of Medicine, Riyadh, Saudi Arabia, and distributed via social media applications. Collected data were statistically analyzed. Results: Participants were satisfied with both methods and recommended to implement both of them. They had better outcomes with ROL, felt it more appropriate for preparation for exams, and for enhancement of focus ability. Students of health and sciences colleges had more preference of LOS regarding satisfaction and implementation, and of ROL for preparation for examinations and enhancement of focus ability. Students of humanities colleges preferred ROL in all aspects. Being time saving and giving more flexibility for learners, students suggested implementation of distance learning for selected theoretical courses. Using better technologies for communication and training teachers and students on ways to use educational programs is recommended. Traditional practical classes should be small, more interactive, recorded, and available on website. Conclusion: Students were satisfied with both methods with more preference of one of them in some aspects and suggested continuous innovation in learning. © 2022 Journal of Nature and Science of Medicine. All rights reserved.

Student Satisfaction in University Students: A Systematic Review of the Literature

Satisfaction is the pleasant state that the individual is in when they feel their expectations are covered;in the student sphere, it refers to the degree of well-being that students perceive when their expectations and academic needs are met. The objective of this study is to systematically review the available literature on student satisfaction. Methodology: The review was carried out by describing the year of publication, the year of completion, country of origin, academic degree, instrument, design, number of participants, age ranges, gender, and outstanding factors of student satisfaction in order to generate interest in the subject for future studies. A systematic review was conducted to identify studies related to student satisfaction. The RedALyC, Scielo, and Scopus databases were analyzed. Articles from 2015 to 2021were searched for during a random week in April of 2021, using student satisfaction as the search term. Results: the review carried out showed that during 2019 there was greater publication on the topic, Latin American countries have the largest number of publications, with mixed analysis, with undergraduate students being the most studied through questionnaires. Conclusions: the most important components of student satisfaction were: the good image and quality of the institution, teaching, tutoring and motivation. This study has practical implications because it allows identifying the components that globally impact student satisfaction and therefore provides information that can be used to make more efficient school decisions and solve educational problems associated with school stress, dropout rate and poor academic performance. It is recommended to continue carrying out research on the subject. This will allow the creation of a broader body of knowledge that integrates the new educational realities caused by the COVID-19 pandemic.