Research Article
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Year 2022, Volume 23, Issue 3, 200 - 215, 01.07.2022

Abstract

References

  • Abdous, M. (2019). Influence of satisfaction and preparedness on online students’ feelings of anxiety. The Internet and Higher Education, 41, 34-44. https://doi.org/10.1016/j.iheduc.2019.01.001
  • Allen, I. E., & Seaman, J. (2010b). Learning on demand: Online education in the United States, 2009. Babson Park, MA: Babson Survey Research Group. Retrieved from http:// sloanconsortium.org/sites/ default/files/pages/learningondemand-7.pdf
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  • Appleton-Knapp, S. L., & Krentler, K. A. (2006). Measuring student expectations and their effects on satisfaction: the importance of managing student expectations. Journal of Marketing Education, 28(3), 254-264. https://doi.org/10.1177/0273475306293359
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  • Banks, A. C. & Faul, A. C. (2007). Reduction of face-to-face contact hours in foundation research courses: Impact on student knowledge gained and course satisfaction. Social Work Education, 26(8), 780- 793. https://doi.org/10.1080/02615470601140500
  • Beckers, J. J., & Schmidt, H. G. (2001). The structure of computer anxiety: A six factor model. Computers in Human Behavior, 17, 35-49. doi: 10.1016/S0747-5632(00)00036-4
  • Belanger, F., & Jordan, D. H. (2000). Evaluation and implementation of distance learning: Technologies, tools and techniques. Idea Publishing Group.

A MIXED-METHODS STUDY OF THE CORRELATION BETWEEN IRANIAN UNIVERSITY STUDENTS’ SATISFACTION AND ANXIETY IN ONLINE CLASSESS DURING THE COVID-19 PANDEMIC

Year 2022, Volume 23, Issue 3, 200 - 215, 01.07.2022

Abstract

The present study aims to investigate the correlation between university students’ satisfaction and anxiety in online classes during the COVID-19 pandemic in Iran. To this aim, using a random sampling method, a sample of 430 male (n=150) and female (n=230) university students were selected at Ayatollah Borujerdi University. They filled out two questionnaires: one measuring their satisfaction and the other one measuring their anxiety in online classes. To triangulate the quantitative data, 22 university students completed a reflective written statement. To analyze the collected data, a Pearson correlation analysis, a multiple regression analysis, and a thematic coding analysis were used. Findings evidenced a moderate negative correlation between the participants’ satisfaction and anxiety in online classes. Additionally, results documented that instructor, technology, and outcomes factors had the largest effects on the participants’ anxiety in online classes. Complementary with the quantitative findings, the results of the reflective written statements yielded four overarching themes, including ‘instructors are facilitators’, ‘technology makes learning easier’, ‘outcomes are more promising’, and ‘interacting with others is poor’. Finally, in light of the findings, a range of implications is suggested.

References

  • Abdous, M. (2019). Influence of satisfaction and preparedness on online students’ feelings of anxiety. The Internet and Higher Education, 41, 34-44. https://doi.org/10.1016/j.iheduc.2019.01.001
  • Allen, I. E., & Seaman, J. (2010b). Learning on demand: Online education in the United States, 2009. Babson Park, MA: Babson Survey Research Group. Retrieved from http:// sloanconsortium.org/sites/ default/files/pages/learningondemand-7.pdf
  • Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research, 9(1), 45-52. https://doi.org/10.19030/cier.v9i1.9549
  • Aman, R. R. (2009). Improving student satisfaction and retention with online instruction through systematic faculty peer review of courses. (Unpublished doctoral dissertation). Oregon State University.
  • Appleton-Knapp, S. L., & Krentler, K. A. (2006). Measuring student expectations and their effects on satisfaction: the importance of managing student expectations. Journal of Marketing Education, 28(3), 254-264. https://doi.org/10.1177/0273475306293359
  • Bandura, A. (1988). Self-efficacy conception of anxiety. Anxiety Research, 1(2), 77-98. https://doi. org/10.1080/10615808808248222
  • Banks, A. C. & Faul, A. C. (2007). Reduction of face-to-face contact hours in foundation research courses: Impact on student knowledge gained and course satisfaction. Social Work Education, 26(8), 780- 793. https://doi.org/10.1080/02615470601140500
  • Beckers, J. J., & Schmidt, H. G. (2001). The structure of computer anxiety: A six factor model. Computers in Human Behavior, 17, 35-49. doi: 10.1016/S0747-5632(00)00036-4
  • Belanger, F., & Jordan, D. H. (2000). Evaluation and implementation of distance learning: Technologies, tools and techniques. Idea Publishing Group.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Zeinab AZIZI This is me (Primary Author)
University of Ayatollah Ozma Borujerdi
0000-0002-7492-1932
Iran


Afsheen REZAI This is me
University of Ayatollah Ozma Borujerdi
0000-0001-9010-0168
Iran


Azam NASERPOUR This is me
University of Ayatollah Ozma Borujerdi
0000-0002-2398-7616
Iran

Publication Date July 1, 2022
Application Date August 14, 2021
Acceptance Date
Published in Issue Year 2022, Volume 23, Issue 3

Cite

APA Azızı, Z. , Rezaı, A. & Naserpour, A. (2022). A MIXED-METHODS STUDY OF THE CORRELATION BETWEEN IRANIAN UNIVERSITY STUDENTS’ SATISFACTION AND ANXIETY IN ONLINE CLASSESS DURING THE COVID-19 PANDEMIC . Turkish Online Journal of Distance Education , 23 (3) , 200-215 . Retrieved from https://dergipark.org.tr/en/pub/tojde/issue/70682/1137265