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Purpose: This study investigated how teaching, social, and cognitive presence within the community of inquiry (CoI) framework impacts Chinese college students' online learning satisfaction through self-regulated learning and emotional states. Methods: A total of 2608 Chinese college students from 112 universities completed a 38-item Likert scale survey measuring teaching, social and cognitive presence, self-regulated learning, emotional states, and online learning satisfaction after COVID-19 restrictions were lifted on December 7, 2022. The study examined the influence of teaching, social, and cognitive presence on online learning satisfaction, mediated by self-regulated learning and moderated by emotional states using SmartPLS. It also analyzed demographic differences using multi-group analysis in the model. Results: The results indicated a significant positive relationship between a) self-regulated learning and online learning satisfaction, b) teaching presence, cognitive presence, and self-regulated learning, but no relationship between social presence and self-regulated learning. Additionally, self-regulated learning partially mediated the relationship between teaching and cognitive presence and online learning satisfaction. In contrast, self-regulated learning did not mediate the association between social presence and online learning satisfaction. Positive emotional states moderated the relationship between self-regulated learning and online learning satisfaction. Implications: The study advances the knowledge of these factors influencing online learners' satisfaction, which can help create efficient programs and regulations for students, teachers, and policymakers.
ABSTRACT
Previous research has emphasised the importance of online learning during COVID-19 for local students. However, previous research has not fully explored how international students in higher education perceive online learning. To fill the gap in the literature, this research specifically focuses on international students' satisfaction level with online learning during COVID-19 at a South Korean university. In the present study, international student satisfaction with online learning was assessed utilising a research instrument previously employed by Almusharraf and Khahro (2020). A total of 44 undergraduate and 215 graduate students participated in the survey via convenience sampling, and structural equation modeling was used to analyse the data. The study results indicated that gender played a significant role in satisfaction with online learning, that previous online learning experience did not predict satisfaction, that undergraduate and graduate students were satisfied with online learning, but that only graduate students perceived school support as important. In addition, the results showed that international students were satisfied with their online learning regarding instructors' online teaching methods and school support. Finally, the implications of providing effective online education for international students are discussed. © Authors.
ABSTRACT
As many schools remain closed during the COVID-19 pandemic, various courses have to be migrated online. Previous studies have showed that students' satisfaction of the courses could reflect the quality of online learning, which is determined by students' perception of online courses. Although the community of inquiry (CoI) framework provided an effective tool for measuring students' perception in online learning, the mechanisms between the CoI and satisfaction, especially the role of academic emotion and self-regulation, still need to be investigated in the online context. The present study aimed to (1) explore the relationships among three elements of the CoI framework;and (2) explore the relationships between the CoI and satisfaction, as well as the mediating role of academic emotion and self-regulation. The data was collected from 461 university students who were taking online courses in China. The results of Structural Equation Modeling showed that teaching presence significantly and positively predicted social presence and cognitive presence;both positive and negative academic emotions played the mediating roles between teaching presence, social presence and satisfaction;self-regulation played the mediating role between teaching presence, cognitive presence and satisfaction. The present study provided empirical evidence for the dynamics among the CoI framework as well as mechanisms between CoI and satisfaction in the online education environment. Copyright © 2023 Xue, Xu, Wu and Hu.
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The present study aims to examine the main and interactive relations of COVID-19-related stressors, coping, and online learning satisfaction with Chinese adolescents' adjustment during the COVID-19 pandemic. A total of 850 adolescents from three Chinese secondary schools participated in the survey during the pandemic outbreak, and the data were analyzed by hierarchical linear regression. The results show that COVID-19-related stressors were a vulnerability factor in predicting adjustment. Adolescents' adjustment could be attributed to both individual-level (e.g., coping) and class-level (e.g., a class-level indicator of coping) characteristics. Specifically, problem-based coping and online learning satisfaction can promote adolescents' adjustment directly or serve as a buffer against the negative impact of stressors on adjustment, while emotion-based coping is a vulnerability factor in predicting adjustment directly or as a risk factor in strengthening the relation between stressors and adjustment. Compared with male adolescents and adolescents with high socio-economic status, female and impoverished adolescents reported poorer adjustment during the COVID-19 pandemic. These findings enrich our understanding of the impact of the COVID-19 pandemic on adolescents' adjustment and are helpful in improving adolescents' adjustment during the pandemic.
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Online learning has become a crucial part of the prevailing COVID-19 pandemic, but it is still less explored by past researchers. The aspect of online learning readiness is associated with the student's satisfaction with the entire experience in the e-learning environment. Readiness can be referred to as the student's competencies in managing online learning while satisfaction is referred to the learner's perception of the whole experience of the learning program. In order to further explore the relationship between both crucial aspects of online learning, the goal of this study is to determine the degree and the correlation between e-learning readiness and online learning satisfaction. The study involved 376 undergraduate students from Universiti Teknologi Malaysia (UTM). The Student Satisfaction Survey and the Online Learning Readiness Scale (OLRS) were the instruments employed in this study. The descriptive analysis results show that undergraduate UTM students' overall level of online learning readiness and online learning satisfaction is at high level. Meanwhile, the Pearson correlation results showed a strong correlation between e-learning readiness and satisfaction with that learning among undergraduate UTM students. This indicates that both variables are positively correlated with the strength of the correlation being on a moderate level. Overall, this study supports the Model of Online Learning Readiness and Self-Determination theory, which states that the student's basic needs must be well met, which is their readiness. Hence, they will achieve self-determination that influences their overall satisfaction with e-learning. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Online learning has received extensive attention in the field of education in the recent decade, especially after COVID-19 swept the globe in 2020. Online learning satisfaction (OLS) has become the focal point of the research, since it is of vital significance to enhance online learning efficiency. This paper reviews the research on OLS from the dimensions of online learners, online instructors, online platforms and online instructional design to have a clear picture of factors affecting OLS. Based on the review of previous studies, this mini review presents the prospect of future research on OLS and believes that breakthroughs on OLS research can be achieved by innovating research methods, expanding research subjects, and enriching research topics. OLS is a complicated dynamic system influenced by a diversity of factors, and it is worth more in-depth research by scholars and educators in future.
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This study aims to examine online learning effects regarding self-efficacy, generalized anxiety, and fear of COVID-19 on three distinct online learning satisfaction levels (low, moderate, and high) among university students. A cross-sectional survey was utilized for data collection between June 2020 and August 2020 to assess students' online self-efficacy, general anxiety, fear of COVID-19, and online learning satisfaction. The descriptive data analysis demonstrated a fundamental understanding of the gathered data results. Meanwhile, discriminant data analysis was employed to explore different online learning satisfaction levels following various study factors. The correlational analysis implied online learning self-efficacy to be significantly and positively associated with online learning satisfaction while general anxiety and fear of COVID-19 were significantly and negatively related to online learning satisfaction. The discriminant analysis revealed the emergence of three online learning satisfaction levels from online self-efficacy, general anxiety, and fear of COVID-19. This study theoretically justified the essentiality of online learning self-efficacy towards online learning satisfaction. High online learning satisfaction levels occurred with high online self-efficacy, moderate general anxiety, and low fear of COVID-19. Two discriminant functions (academic engagement and fear) were subsequently evolved. Academic engagement corresponded to online self-efficacy and general anxiety while fear was associated with COVID-19. In this vein, online learning self-efficacy and moderate general anxiety led to high online learning satisfaction. The fear of COVID-19 also required alleviation towards online learning satisfaction. For example, academicians and policymakers needed to focus on developing online self-efficacy and reducing the fear of COVID-19 for high online learning satisfaction.
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This study aims to examine the relation between COVID-19-related stressors and mental health among Chinese college students during the pandemic outbreaks, and the possible mediator or moderator between them. Five hundred and fifty Chinese college students were invited to complete an anonymous survey, and the data were analyzed with SPSS 16.0 software. The results shows that the number of stressors has a negative direct and indirect (through risk perception of being infected with COVID-19 disease) impacts on college students' mental health. Adaptive coping is a protective factor of students' mental health, and could be regarded as a buffer that attenuates the negative effect of the COVID-19-related stressors on risk perception of being infected with COVID-19 disease (or mental health). With regard to demographic variables, females, junior and senior students, or students whose family residence was worst hit by the pandemic tend to report poorer mental health during the pandemic outbreak. These findings enrich our understanding about the impact of the COVID-19 pandemic on college population and have implications for university counseling services during times of acute, large-scale infective disease outbreaks.