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This study aims to determine the continuance use intention of using the current online learning systems. After COVID-19, many online learning systems are available. There is a need to evaluate the performance of existing online learning system. "Confirmation of expectation", "Perceived usefulness" and "Satisfaction on existing system" were hypothesized to influence students' intention to continuously use an online system in our conceptual model. The measurement scales of these constructs were adopted from the expectation-confirmation model (ECM) and measured on a seven-point scale. A total of 146 valid samples were collected from undergraduate students through an online survey about usage of online learning system. Partial least squares structural equation model was used. An online learning system continuance use intention model was proposed. It was found that 'Satisfaction on existing online system is a mediator between the "Confirmation of expectation" and "Continuance Use intention". Importance–performance analysis was performed. This study projected an understanding of the continuance use intention of an online learning systems during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Satisfaction of education programmes is fundamental to accomplishing a professional identity of the graduates especially in programmes where clinical practicum forms a core element in the education process. This study aimed to detect the overall SLP students’ level of satisfaction with online instruction of clinical practicum during the COVID-19 pandemic. A questionnaire was administered for a convenience sample of two cohorts of students (n = 186). The number of participants who responded to the questionnaire, n = 149. The questionnaire was based on a construct of 30 questions, developed on a basis to reflect the components of key points such as student-patient-supervisor interaction, assessment, and treatment plans, the success of treatment, infection control measures, student skills, and training outcomes, student evaluation, use of instruments and tools, as well as report writing. Students rated their online instruction as very low. Only 30.7% agreed or strongly agreed that they were satisfied and fulfiled the expected training outcomes. ‘Self-reliance in searching for information from different resources’ was the most cited motivation for satisfaction. ‘Deprivation from exposure to instrumentation’ was the most cited motivation for dissatisfaction. The findings support the literature in the area of student satisfaction with e-learning methods of instruction in speech pathology programmes and reveal several implications regarding the satisfaction/dissatisfaction balance. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Presently, numerous universities in Saudi Arabia have embraced online learning following the experience gained during the COVID-19 pandemic. While several studies have assessed the quality of online learning and student satisfaction during that period, limited research has explored students' satisfaction post-pandemic control despite several universities planning to offer some courses online. Investigating student satisfaction post-pandemic is crucial for predicting the quality of online learning and assisting universities in enhancing the outcomes of online learning. Consequently, this study aims to examine student satisfaction with online learning by proposing a model derived from the updated Information System Success Model. The updated model factors include system quality, service quality, and information quality, supplemented by student–student interaction quality and self-directed learning. Data were collected from a sample of 150 undergraduates at King Saud University in the second semester of the 2023–2024 academic year. The research model was validated using the PLS approach. The findings indicated that only self-directed learning significantly affects students' satisfaction with online learning. This study contributes theoretically by expanding the existing literature and enhancing the understanding of the factors that drive student satisfaction. Moreover, it provides practical contributions to decision-makers and educators developing online learning strategies focusing on enhancing self-directed learning abilities. [ABSTRACT FROM AUTHOR]

The spread of the COVID-19 pandemic across the world has disrupted the education process. Most educational institutions have closed and shifted from traditional classroom instruction to online learning platforms to protect students from viral exposures. Students’ satisfaction with online courses is considered a significant factor in predicting the effectiveness and success of online learning. The resulting wide use of online learning calls for an exploration of the factors influencing student’s satisfaction with this mode of learning. The study aimed to explore factors influencing students’ satisfaction with online learning via Blackboard in a physics course at King Saud University. The Course Experience Questionnaire CEQ (Ginns & Ellis, 2007) was applied to explore the satisfaction of 334 undergraduate first year Health Colleges students. The results revealed that there was a positive strong correlation coefficient between students’ satisfaction with online learning of the physics course and all the proposed factors, namely online teaching quality, online resources quality, online appropriate workload, and online students’ interaction, and all of these coefficients were also statistically significant at the 0.01 level. These results show that all the proposed factors significantly, positively, and strongly influenced the students’ satisfaction with online learning of the physics course. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The emergence of the corona virus outbreak to various parts of the world requires learning in Indonesia to be carried out online. The new learning system has obstacles in its implementation. This study aims to determine the level of student satisfaction with integrated science learning online. The type of research used in this research is descriptive quantitative and qualitative conducted by survey method by providing scale and interviews. The data collection technique was done by purposive sampling method. The subjects in this study were students of class VIII and IX SMP NU Suruh with the slovin formula obtained a sample of 48 students. Test the validity of the instrument using the content validity test by the supervisor. The data obtained from the questionnaire results were analyzed using descriptive percentage analysis techniques, while the interview data were processed using the Miles and Huberman analysis technique which consisted of three stages, namely data reduction, data presentation, and conclusion drawing and verification. The results showed that in general the level of student satisfaction with integrated science learning online was in the high category.

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. [ABSTRACT FROM AUTHOR]

This study aims to investigate the factors that may influence students' satisfaction on online learning platforms, the extent to which they are satisfied with their use of online learning platforms, and the effects of switching from traditional classroom instruction to online instruction on undergraduate students. This study employs a quantitative research methodology. Using a survey method, data were collected from voluntarily participating individuals. Using SPSS, the significance of the collected data was then determined. This study discovered that all variables (Internet Accessibility, University Facilities Performance, Discipline, Flexibility, and Teaching) have a positive, albeit weak, correlation with Student Satisfaction. All variables (IA, T, DP, F, and UFP) are positively significant with respect to the dependent variable (SS), but the relationship between the variables is weak. Internet accessibility (IA) and Teaching (T) were discovered to share a moderate amount of variance. Flexibility (F) and Discipline (DP) share a small degree of variance. In contrast, University Facilities Performance (UFP) has a high degree of common variant. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, higher education institutions have been forced to switch their teaching mode to online education. There has been limited indepth 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 selfefficacy, 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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Blended learning has been implemented in UEH since 2016. Previous studies and empirical evidence have demonstrated that this method of learning is a successful approach in terms of the benefits it provides to both educators and learners. However, amidst the COVID-19 pandemic, it is truly difficult for UEH to continue applying successfully blended learning in combination with mandatory distance learning. Student satisfaction has always been a criterion for evaluating an educator's success; additionally, it has been linked to student academic performance and development. As a result, the purposes of this study are to assess student satisfaction with blended learning among Business English majors in UEH and to explore the variables that affect student satisfaction. In detail, an approach in quantitative method was chosen for the data collection and analysis. A conceptual model was created, as well as a questionnaire. The hypotheses were tested using exploratory factor analysis and linear regression with a sample of 104 participants. According to the findings, students are mostly satisfied with blended learning during the COVID-19 pandemic. Furthermore, student satisfaction is positively influenced by technology quality, educator presence, course organization, and interaction, with technology quality and educator presence being major factors. [ABSTRACT FROM AUTHOR]

This paper investigates undergraduate students' perceptions and acceptance of e-learning systems at Jordanian universities. The framework of this study is guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and DeLone and McLean Information System Success Model. The online questionnaire is used to collect data from 411 undergraduate students at Jordanian public and private universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) is used to analyze the data. The findings suggest that (1) performance expectancy, facilitating conditions, and information quality have a significant, positive effect on the actual usage of e-learning systems, whereas system quality did not; (2) the usage of e-learning systems positively influences educational performance and students' satisfaction; (3) the impact of COVID-19 moderates the relationship between the use of e-learning systems and educational performance; and (4) face-to-face is the most favorable educational-learning approach, followed by blended and e-learning. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student's satisfaction based on the educational variables. Spearman's correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p =.004). The study concluded that students' satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study's findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students' satisfaction. [ABSTRACT FROM AUTHOR]

The main objective of the study was to explore the mediating role of students' satisfaction with online learning between perceived teachers support and academic achievements during the pandemic of COVID-19 in Pakistan. It was hypothesized that Students' Satisfaction with Online Learning is likely to mediate between Perceived Teachers' Support and Academic Achievements of Medical and Non-Medical students. It was also hypothesized that non-medical students are likely to be more satisfied with online learning, perceiving more teachers' support and having high academic achievements than the medical students. A sample of 400 students with the age range of 18-22 Medical Students (M=21.68, SD=1.58) and non-medical students (M=21.91, SD=1.53) was collected through convenient sampling strategy from the different institutions. It was a quasi-correlational study. Students' satisfaction with Online Learning Questionnaire, Teachers' Support Scale and Grade Point Average scores for academic achievements were used. Mediated hierarchical regression analysis revealed after controlling the effect of Students Satisfaction with Online Learning (M), the magnitude of Perceived Teachers' Support reduces from the total effect which indicates partial mediation. Sobel z test was also run to check the indirect effect which is also significant. Findings of t test indicated that medical students significantly perceive less teachers' support than non-medical students. Findings of the study are helpful for educational administration, policy makers, course designer, and curriculum developers for organizing the whole online setup new normal. [ABSTRACT FROM AUTHOR]

This study has been designed to inspect the library resources and services at higher education institutions during the covid-19 pandemic in terms of students' satisfaction. A quantitative study design to conduct an online survey from the students of public sector universities of Pakistan. A sample of 1823 respondents had been sampled through a proportionate random sampling technique. Moreover, a well-structured questionnaire was opted to measure the response of the respondents using an attitudinal scale of (dis)agreement. Further, frequency distribution, descriptive statistics, correlation statistical tests, and regression analysis had been used to draw results and conclusions. The study findings present that provision of required documents and available library resources have not been predicting students' satisfaction. However, other variables including access to library resources, access to library services, available library services, response to online queries, and online research support have favorable effects on students' satisfaction towards online library access and resources in public sector universities. [ABSTRACT FROM AUTHOR]

Determining faculty performances in this time of pandemic is paramount to assuring quality teaching and learning in the academe. This study is designed to determine the students' satisfaction along the quality of the modules prepared by their teachers at Quirino State University and their teachers' support to their learning under the modular teaching modality. It also aimed at documenting the experiences of students in undergoing modular teaching modality. Using the Mixed-method design, particularly the cross-sectional survey design and narratology as points of inquiry, the following are known: (1) the prepared modules are good; however, the informants claimed that they found difficulty in processing the modules because of the intricacies of the concepts and tasks; (2) the teachers' support is good. The informants claimed that teachers provided GCs that helped them connect and curate their learning conditions as they exchange discussions with their teachers and classmates. However, the informants found difficulty in connecting to the internet; (3) students are very satisfied on the quality of the module and teachers support; however, teachers may consider conducting 'kumustahan sessions' with their students - a session designed in building rapport, provision of counseling activities, and establishment of acquaintances among teachers and students. It is suggested that the teachers may revisit their modules to simplify their presentations and make things guided to fully attain that modules are self-paced learning kits. Teachers may also consider recording videos to model difficult topics so students can view them how to resolve and process as the face-to-face modality is not yet permitted. [ABSTRACT FROM AUTHOR]

Copyright of Szkoła - Zawód - Praca is the property of Kazimierza Wielki University in Bydgoszcz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)