Factors influencing student satisfaction of undergraduate students during online learning

Öz

Çevrimiçi öğrenme sırasında lisans öğrencilerinin öğrenci memnuniyetini etkileyen faktörler

Öz

This article will compare student participation, emotional well-being, and adaptation to online learning. We conducted surveys at Nazarbayev University in Astana in Kazakhstan, since students faced online learning during COVID-19. This study aimed to gain insight into the possible correlation between the rapid switch to online learning and student satisfaction and the perspective of considering offline or regular learning. Our results show first that live group discussions are positively associated with satisfaction. Secondly, the levels of stress experienced by a student is a significant factor during online learning. It was revealed that the satisfaction level decreases as the stress levels increase during online learning. Moreover, students' belonging to the university community and culture and actively participating in university activities are linked to higher satisfaction levels. Lastly, access to technical equipment, such as cameras, microphones, and headphones, is also essential for student satisfaction.

Anahtar Kelimeler

• satisfaction
• belonging
• online learning
• Kazakhstan
• COVID-19

Kaynakça

1. Aragon, S. R. (2003). Creating social presence in online environments. New Directions for Adult and Continuing Education, 2003(100), 57–68. https://doi.org/10.1002/pal investigator.119
2. Arcia, G., de Hoyos, R., Patrinos, H., Sava, A., Shmis, T., & Teixeira, J. (2021). Learning recovery after COVID-19 in Europe and Central Asia: Policy and practice. Open Knowledge Repository. https://openknowledge.worldbank.org/handle/10986/36316
3. Avcı, M. (2023). Belongingness, social connectedness, and life satisfaction in college students after COVID-19 pandemic. Journal of Happiness and Health, 3(2), 23–36. https://doi.org/10.47602/johah.v3i2.43
4. Barak, M., Hussein-Farraj, R., & Dori, Y. J. (2016). On-campus or online: Examining self-regulation and cognitive transfer skills in different learning settings. International Journal of Educational Technology in Higher Education, 13(1). https://doi.org/10.1186/s41239-016-0035-9
5. Bokayev, B., Torebekova, Z., Abdykalikova, M., & Davletbayeva, Z. (2021). Exposing policy gaps: The experience of Kazakhstan in implementing distance learning during the COVID-19 pandemic. Transforming Government: People, Process and Policy, 15(2), 275–290. https://doi.org/10.1108/tg-07-2020-0147
6. Cole, A. W. (2016). Testing the impact of student preference for face-to-face communication on online course satisfaction. Western Journal of Communication, 80(5), 619–637. https://doi.org/10.1080/10570314.2016.1186824
7. Cole, A. W., Lennon, L., & Weber, N. L. (2021). Student perceptions of online active learning practices and online learning climate predict online course engagement. Interactive Learning Environments, 29(5), 866–880. https://doi.org/10.1080/10494820.2019.1619593
8. 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

9. Guncaga, J., Lopuchova, J., Ferdianova, V., Zacek, M., & Ashimov, Y. (2022). Survey on online learning at universities of Slovakia, Czech Republic and Kazakhstan during the COVID-19 pandemic. Education Sciences, 12(7), 458. https://doi.org/10.3390/educsci12070458
10. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2023). How to design and evaluate research in Education. McGraw Hill.
11. Hettiarachchi, S., Damayanthi, B., Heenkenda, S., Dissanayake, D., Ranagalage, M., & Ananda, L. (2021). Student satisfaction with online learning during the COVID-19 pandemic: A study at state universities in Sri Lanka. Sustainability, 13(21), 11749. https://doi.org/10.3390/su132111749
12. Howcroft, J., & Mercer, K. (2022). ‘What if My Wi-Fi crashes during an exam?’ First-year engineering student perceptions of online learning during the COVID-19 pandemic. European Journal of Engineering Education, 47(3), 501–515. https://doi.org/10.1080/03043797.2022.2031115
13. Jaeger, D. A., Arellano-Bover, J., Karbownik, K., Martínez-Matute, M., Nunley, J. M., Seals, A., Alston, M., Becker, S. O., Beneito, P., Böheim, R., Boscá Mares, J. E., Brown, J. H., Chang, S., Cobb-Clark, D. A., Danagoulian, S., Donnally, S., Eckrote-Nordland, M., Farre, L., Ferri, J., … Zhu, M. (2021, June 7). The global Covid-19 student survey: First wave results. SSRN. https://ssrn.com/abstract=3860600
14. Kaufmann, R., Sellnow, D. D., & Frisby, B. N. (2016). The development and validation of the Online Learning Climate Scale (OLCS). Communication Education, 65(3), 307–321. https://doi.org/10.1080/03634523.2015.1101778
15. Kumalasari, D., & Akmal, S. Z. (2021). Less stress, more satisfied in online learning during the COVID-19 pandemic: The moderating role of academic resilience. Psychological Research on Urban Society, 4(1), 36. https://doi.org/10.7454/proust.v4i1.115
16. Koh, J.H.L., Daniel, B.K. Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes. Int J Educ Technol High Educ 19, 56 (2022). https://doi.org/10.1186/s41239-022-00361-7
17. Landrum, B. (2020). Examining students’ confidence to learn online, self-regulation skills and perceptions of satisfaction and usefulness of online classes. Online Learning, 24(3). https://doi.org/10.24059/olj.v24i3.2066
18. She, L., & Martin, F. (2022). Systematic review (2000 to 2021) of Online Accessibility Research in higher education. American Journal of Distance Education, 36(4), 327–346. https://doi.org/10.1080/08923647.2022.2081438
19. Sit, J. W. H., Chung, J. W. Y., Chow, M. C. M., & Wong, T. K. S. (2005). Experiences of online learning: Students’ perspective. Nurse Education Today, 25(2), 140–147. https://doi.org/10.1016/j.nedt.2004.11.004
20. Martin, F., Xie, K., & Bolliger, D. U. (2022). Engaging learners in the emergency transition to online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(1). https://doi.org/10.1080/15391523.2021.1991703
21. Popa, D., Repanovici, A., Lupu, D., Norel, M., & Coman, C. (2020). Using mixed methods to understand teaching and learning in Covid-19 times. Sustainability, 12(20), 8726. https://doi.org/10.3390/su12208726
22. Pham, T., Lai, P., Nguyen,V., & Nguyen, H. (2021).Online learning amid Covid-19 pandemic: students’ experience and satisfaction. Journal of e-Learning and Knowledge Society, 17(1), 39-48. https://doi.org/10.20368/1971-8829/1135293
23. Rapanta, C., Botturi, L., Goodyear, P. et al. Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education. Postdigit Sci Educ 3, 715–742 (2021). https://doi.org/10.1007/s42438-021-00249-1
24. Ritzhaupt, A. D., Rehman, M., Wilson, M. L., & Ruggles, K. (2022). Exploring the factors associated with undergraduate students’ online learning anxiety: Development of the Online Learner Anxiety Scale. Online Learning, 26(3). https://doi.org/10.24059/olj.v26i3.2810
25. Simunich, B., McMahon, E. A., Hopf, L., Altman, B. W., & Zimmerman, W. A. (2021). Creating a culture of online quality: The people, policies, and processes that facilitate institutional change for online course Quality Assurance. American Journal of Distance Education, 36(1), 36–52. https://doi.org/10.1080/08923647.2021.2010021
26. Tan, K. H., Chan, P. P., & Mohd Said, N.-E. (2021). Higher education students’ online instruction perceptions: A quality virtual learning environment. Sustainability, 13(19), 10840. https://doi.org/10.3390/su131910840
27. Turan, Z., Kucuk, S. & Cilligol Karabey, S. (2022). The university students’ self-regulated effort, flexibility and satisfaction in distance education. International Journal of Educational Technology in Higher Education, 19, 35. https://doi.org/10.1186/s41239-022-00342-w
28. Unger, S., & Meiran, W. R. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science (IJTES), 4(4), 256-266.
29. Warfvinge, P., Löfgreen J., Andersson, K., Torgny, R., & Åkerman, C. (2022) The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected? European Journal of Engineering Education, 47(2), 211-229. https://doi.org/10.1080/03043797.2021.1942794
30. World Bank Group - Education. (2020). The COVID-19 crisis response: Supporting Tertiary Education for continuity, adaptation, and innovation. World Bank Group. Retrieved November 30, 2022, from https://pubdocs.worldbank.org/en/808621586532673333/WB-Tertiary-Ed-and-Covid-19-Crisis-for-public-use-April-9-FINAL.pdf
31. Xing, W. (2022). Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning. Distance Education, 43(3), 466–481. https://doi.org/10.1080/01587919.2022.2088476