Résumés
Abstract
This study aimed to examine students’ online learning satisfaction in the context of emergency remote teaching. The research was carried out using a concurrent triangulation design with mixed methods. The quantitative data were collected from 2,663 students studying at different faculties/schools of a state university in Türkiye in the fall semester of the 2020–2021 academic year. Qualitative data were collected from 494 students who expressed their opinionsthrough open-ended questions or free text. Participants consisted of students who participated voluntarily according to the convenient sampling method. An e-satisfaction scale was used to determine students’ online learning satisfaction. The number of logins to the learning management system (LMS), logins to live courses, and recorded course views of students were considered to be behavioural engagement indicators. According to the findings, the students had a moderate level of satisfaction. There was a significant difference between both academic achievement and behavioural engagement of students with satisfaction levels. Students frequently mentioned these themes: longing for face-to-face education, the usefulness of the LMS, inadequate assessment, the inefficiency of online learning, technical problems, challenges of the process, and insufficient instructors. This study recommends that instructors, educational authorities, and policymakers consider online student satisfaction for a successful digital transformation in higher education.
Keywords:
- online learning satisfaction,
- emergency remote teaching,
- behavioural engagement,
- academic achievement
Résumé
Cette étude visait à examiner la satisfaction des étudiants en matière d'apprentissage en ligne dans le contexte de l'enseignement à distance d'urgence. La recherche a été menée dans un plan de triangulation simultanée à partir de la méthode mixte. Les données quantitatives de l'étude ont été collectées auprès de 2,663 étudiants étudiant dans différentes facultés/écoles d'une université d'État en Turquie au cours du semestre d'automne de l'année universitaire 2020-2021. Des données qualitatives ont été collectées auprès de 494 étudiants qui ont exprimé leur opinion à travers des réponses en texte libre. Les participants sont des étudiants qui ont participé volontairement selon la méthode d'échantillonnage pratique. L'échelle de satisfaction électronique a été utilisée pour déterminer la satisfaction des étudiants en matière d'apprentissage en ligne. Le nombre de connexions au système de gestion de l'apprentissage (LMS), de connexions aux cours en direct et de vues de cours enregistrées des étudiants sont des indicateurs d'engagement comportemental. Selon les résultats, les étudiants ont un niveau de satisfaction modéré. Il existe une différence significative entre les réalisations académiques et l'engagement comportemental des étudiants avec les niveaux de satisfaction. Les étudiants ont fréquemment mentionné ces thèmes: désir de retourner à l'éducation en face à face, l'utilité du LMS, l'évaluation inadéquate, l'inefficacité de l'apprentissage en ligne, les problèmes techniques, les défis du processus et les instructeurs insuffisants. Cette étude recommande aux enseignants, aux autorités éducatives et aux décideurs politiques de prendre en compte la satisfaction des étudiants en ligne pour une transformation numérique réussie dans l'enseignement supérieur.
Mots-clés :
- Satisfaction d'apprentissage en ligne,
- Enseignement à distance d'urgence,
- Engagement comportemental,
- Réussite académique
Parties annexes
Bibliography
- Affouneh, S., Salha, S., & Khlaif, Z. N. (2020). Designing quality e-learning environments for emergency remote teaching in coronavirus crisis. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 135–137. https://doi.org/10.30476/IJVLMS.2020.86120.1033
- Agyeiwaah, E., Baiden, F. B., Gamor, E., & Hsu, F. C. (2022). Determining the attributes that influence students’ online learning satisfaction during COVID-19 pandemic. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, Article 100364. https://doi.org/10.1016/j.jhlste.2021.100364
- Al Mulhem, A. (2020). Investigating the effects of quality factors and organizational factors on university students’ satisfaction of e-learning system quality. Cogent Education, 7(1), Article 1787004. https://doi.org/10.1080/2331186X.2020.1787004
- Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16–25. https://doi.org/10.5539/hes.v10n3p16
- Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and e-Learning Research, 7(3), 285–292. https://doi.org/10.20448/JOURNAL.509.2020.73.285.292
- Barbera, E., Clara, M., & Linder-Vanberschot, J. A. (2013). Factors influencing student satisfaction and perceived learning in online courses. E-learning and Digital Media, 10(3), 226–235. https://doi.org/10.2304/elea.2013.10.3.226
- Beccaria, L., Rogers, C., Burton, L., & Beccaria, G. (2016). Role of health-promoting behaviours for on-campus and distance education students. Distance Education, 37(1), 22–40. https://doi.org/10.1080/01587919.2016.1158768
- Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/447
- Butt, S., Mahmood, A., Saleem, S., Murtaza, S. A., Hassan, S., & Molnár, E. (2023). The contribution of learner characteristics and perceived learning to students’ satisfaction and academic performance during COVID-19. Sustainability, 15(2), Article 1348. https://doi.org/10.3390/su15021348
- Cabi, E. (2016). The perception of students on e-assessment in distance education. Journal of Higher Education & Science, 6(1), 94–101. https://dergipark.org.tr/en/pub/higheredusci/issue/61489/918150
- Cidral, W. A., Oliveira, T., Di Felice, M., & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers & Education, 122, 273–290. https://doi.org/10.1016/j.compedu.2017.12.001
- Conrad, C., Deng, Q., Caron, I., Shkurska, O., Skerrett, P., & Sundararajan, B. (2022). How student perceptions about online learning difficulty influenced their satisfaction during Canada’s Covid‐19 response. British Journal of Educational Technology, 53(3), 534–557. https://doi.org/10.1111/bjet.13206
- Council of Higher Education. (2023, February 11). News announcement term of the 2022–2023 academic year distance education [Press release]. https://www.yok.gov.tr/en/Sayfalar/news/2023/announcement-term-of-the-2022-2023-academic-year-distance-education.aspx
- Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20. https://doi.org/10.37074/jalt.2020.3.1.7
- Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage Publications.
- Cutri, R. M., Mena, J., & Whiting, E. F. (2020). Faculty readiness for online crisis teaching: Transitioning to online teaching during the COVID-19 pandemic. European Journal of Teacher Education, 43(4), 523–541. https://doi.org/10.1080/02619768.2020.1815702
- Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 49(1), 91–96. https://doi.org/10.1007/s11125-020-09464-3
- Daultani, Y., Goswami, M., Kumar, A., & Pratap, S. (2021). Perceived outcomes of e-learning: Identifying key attributes affecting user satisfaction in higher education institutes. Measuring Business Excellence, 25(2), 216–229. https://doi.org/10.1108/MBE-07-2020-0110
- Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185–215. https://doi.org/10.1111/dsji.12097
- Fawaz, M., & Samaha, A. (2021). E-learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID-19 quarantine. Nursing Forum, 56(1), 52–57. https://doi.org/10.1111/nuf.12521
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
- Games, P. A. (1971). Multiple comparisons of means. American Educational Research Journal, 8(3), 531–564. https://doi.org/10.3102/00028312008003531
- Gee, N. C. (2018). The impact of lecturers’ competencies on students’ satisfaction. Journal of Arts and Social Sciences, 1(2), 74–86. https://ruijass.com/the-influence-of-job-satisfaction-and-employee-turnover-intention-among-manufacturing-industry-in-malaysia-2/
- Giray, G. (2021). An assessment of student satisfaction with e-learning: An empirical study with computer and software engineering undergraduate students in Turkey under pandemic conditions. Education and Information Technologies, 26, 6651–6673. https://doi.org/10.1007/s10639-021-10454-x
- Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1). https://eric.ed.gov/?id=EJ1103654
- Gülbahar, Y. (2012). Study of developing scales for assessment of the levels of readiness and satisfaction of participants in e-learning environments. Ankara University Journal of Faculty of Educational Sciences, 45(2), 119–138. https://doi.org/10.1501/Egifak_0000001256
- Hamdan, K. M., Al-Bashaireh, A. M., Zahran, Z., Al-Daghestani, A., Al-Habashneh, S., & Shaheen, A. M. (2021). University students’ interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19. International Journal of Educational Management, 35(3), 713–725. https://doi.org/10.1108/IJEM-11-2020-0513
- Henrie, C. R., Bodily, R., Manwaring, K. C., & Graham, C. R. (2015). Exploring intensive longitudinal measures of student engagement in blended learning. The International Review of Research in Open and Distributed Learning, 16(3), 131–155. https://doi.org/10.19173/irrodl.v16i3.2015
- Heo, J., & Han, S. (2018). Effects of motivation, academic stress and age in predicting self-directed learning readiness (SDLR): Focused on online college students. Education and Information Technologies, 23(1), 61–71. https://doi.org/10.1007/s10639-017-9585-2
- Herwin, H., Fathurrohman, F., Wuryandani, W., Dahalan, S. C., Suparlan, S., Firmansyah, F., & Kurniawati, K. (2022). Evaluation of structural and measurement models of student satisfaction in online learning. International Journal of Evaluation and Research in Education, 11(1), 152–160. https://doi.org/10.11591/ijere.v11i1.22115
- Hilmat, A. N., Takal, M. H., & Hakimi, M. F. (2021). Afghan students’ satisfaction from online learning during COVID-19 at Kandahar University, Kandahar, Afghanistan. American International Journal of Social Science Research, 6(1), 16–29. https://doi.org/10.46281/aijssr.v6i1.931
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE, 27(1), 1–9. http://hdl.handle.net/10919/104648
- Kara, M. (2021). Revisiting online learner engagement: Exploring the role of learner characteristics in an emergency period. Journal of Research on Technology in Education, 54(sup1), S236-S252. https://doi.org/10.1080/15391523.2021.1891997
- Ke, F., & Kwak, D. (2013). Constructs of student-centered online learning on learning satisfaction of a diverse online student body: A structural equation modeling approach. Journal of Educational Computing Research, 48(1), 97–122. https://doi.org/10.2190/EC.48.1.e
- Khan, E. A., Cram, A., Wang, X., Tran, K., Cavaleri, M., & Rahman, M. J. (2023). Modelling the impact of online learning quality on students’ satisfaction, trust and loyalty. International Journal of Educational Management. https://doi.org/10.1108/IJEM-02-2022-0066
- Korkmaz, Ö., Çakır, R. & Tan, S. (2015). Students e-learning readiness and satisfaction levels and effects on the academic achievement. Ahi Evran University Journal of Kırşehir Education Faculty, 16(3), 219–241. https://dergipark.org.tr/en/pub/kefad/issue/59449/854082
- Kumar, S. P. (2021). Impact of online learning readiness on students satisfaction in higher educational institutions. Journal of Engineering Education Transformations, 34(special issue), 64–70. https://doi.org/10.16920/jeet/2021/v34i0/157107
- Kuo, Y.-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001
- Kurucay, M., & İnan, F. A. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers & Education, 115, 20–37. https://doi.org/10.1016/j.compedu.2017.06.010
- Lewis, A. D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence, 40(3), 249–262. https://doi.org/10.1007/s10964-010-9517-6
- Moore, M. G., & Kearsley, I. G. (2012). Distance education: A systems view of online learning. Wadsworth Publishing Company.
- Olasina, G. (2019). Human and social factors affecting the decision of students to accept e-learning. Interactive Learning Environments, 27(3), 363–376. https://doi.org/10.1080/10494820.2018.1474233
- Osman, A. R., & Saputra, R. S. (2019). A pragmatic model of student satisfaction: A viewpoint of private higher education. Quality Assurance in Education, 27(2), 142–165. https://doi.org/10.1108/QAE-05-2017-0019
- Pangarso, A., & Setyorini, R. (2023). The drivers of e-learning satisfaction during the early COVID-19 pandemic: Empirical evidence from an Indonesian private university. Cogent Education, 10(1), Article 2149226. https://doi.org/10.1080/2331186X.2022.2149226
- Park, C., & Kim, D. G. (2020). Exploring the roles of social presence and gender difference in online learning. Decision Sciences: Journal of Innovative Education, 18(2), 291–312. https://doi.org/10.1111/dsji.12207
- Pawar, A. B., Khemnar, V., Londhe, R., William, P., & Jawale, M. A. (2022). Discriminant analysis of student’s online learning satisfaction during COVID-19. In 2022 International Conference on Sustainable Computing and Data Communication Systems (ICSCDS) (pp. 260–263, Article 21744361), IEEE. https://doi.org/10.1109/ICSCDS53736.2022.9760895
- Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019). Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educational Technology in Higher Education, 16(1), Article 7. https://doi.org/10.1186/s41239-019-0136-3
- Salas‐Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review. British Journal of Educational Technology, 53(3), 593–619. https://doi.org/10.1111/bjet.13190
- Schlesselman, L. S. (2020). Perspective from a teaching and learning center during emergency remote teaching. American Journal of Pharmaceutical Education, 84(8), 1042–1044. https://doi.org/10.5688/ajpe8142
- Schreiner, L. A., & Nelson, D. D. (2013). The contribution of student satisfaction to persistence. Journal of College Student Retention: Research, Theory & Practice, 15(1), 73–111. https://doi.org/10.2190/CS.15.1.f
- Şenel, S., & Şenel, H. C. (2021). Remote assessment in higher education during COVID-19 pandemic. International Journal of Assessment Tools in Education, 8(2), 181–199. https://doi.org/10.21449/ijate.820140
- Shawai, Y. G., & Almaiah, M. A. (2018). Malay language mobile learning system (MLMLS) using NFC technology. International Journal of Education and Management Engineering, 8(2), 1–7. https://doi.org/10.5815/ijeme.2018.02.01
- Shehzadi, S., Nisar, Q. A., Hussain, M. S., Basheer, M. F., Hameed, W. U., & Chaudhry, N. I. (2021). The role of digital learning toward students’ satisfaction and university brand image at educational institutes of Pakistan: A post-effect of COVID-19. Asian Education and Development Studies, 10(2), 276–294. https://doi.org/10.1108/AEDS-04-2020-0063
- Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education. Information Age Publishing.
- Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications.
- Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics. Pearson.
- Toquero, C. M. (2020). Emergency remote teaching amid COVID-19: The turning point. Asian Journal of Distance Education, 15(1), 185–188. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/450
- Tsay, C. H.-H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers & Education, 121, 1–17. https://doi.org/10.1016/j.compedu.2018.01.009
- Veletsianos, G., & Houlden, S. (2019). An analysis of flexible learning and flexibility over the last 40 years of Distance Education. Distance Education, 40(4), 454–468. https://doi.org/10.1080/01587919.2019.1681893
- Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: Do perceptions and readiness matter? Distance Education, 41(1), 48–69. https://doi.org/10.1080/01587919.2020.1724768
- Ye, J. H., Lee, Y. S., Wang, C. L., Nong, W., Ye, J. N., & Sun, Y. (2023). The continuous use intention for the online learning of Chinese vocational students in the post-epidemic era: The extended technology acceptance model and expectation confirmation theory. Sustainability, 15(3), Article 1819. https://doi.org/10.3390/su15031819