scholarly journals Factors affecting Students’ Satisfaction with Online Learning in Higher Education in Qatar

2021 ◽  
Author(s):  
Alaa Abuhzaimah ◽  
Emad Ahmed Abushanab
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Educational Level ◽  
Online Survey ◽  
Course Design ◽  
Assessment Method ◽  
Quantitative Research Methods ◽  
Factors Affecting ◽  
Students Satisfaction

This effort seeks to explore the major factors that play an essential part in enhancing students ‘satisfaction with online learning experience in higher education in Qatar, before and during the COVID-19 pandemic. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was expanded by integrating three new components to study student’s satisfaction with online learning such as course design, student engagement and assessment method. Quantitative research methods were adopted, and data were collected from 750 students at four Universities in Qatar through an online survey questionnaire. The SPSS statistical software was applied to test the research model and to examine the reliability and validity of the data obtained from the questionnaire. Based on the findings, student engagement, assessment method, course design and continuance in the use of online learning were shown to have a substantial influence on students’ satisfaction. Performance expectancy and social influence were exhibited to have a considerable impact on continuance in the use of online learning. Nevertheless, the influence of effort expectancy and facilitating conditions on continued use of online learning was found to be statistically insignificant. Moreover, the effects of age, gender, educational level, and nationality were also explored. It was found that there was a considerable discrepancy among the two genders, the different ages, educational level and nationalities on the different constructs of the model. The results of this study offer many academic institutions the opportunity to understand the factors affecting students’ satisfaction with online learning in Qatar. The findings definitely, provide insight into how colleges and universities in Qatar can effectively improve online students’ experience with online learning. Moreover, this research presented a conceptual model to shed the light on the shortness and provide a better explanation and understating of the factors affecting students’ overall satisfaction and the relationships between them.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

Influence of facilities performance on student’s satisfaction in Northern Nigerian universities

Facilities ◽  
2019 ◽  
Vol 37 (3/4) ◽  
pp. 168-181 ◽  
Author(s):  
Isa Abdullahi ◽  
Wan Zahari Wan Yusoff
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Structural Characteristics ◽  
Assessment Method ◽  
Success Factor ◽  
Validity And Reliability ◽  
Content Type ◽  
Building Components ◽  
Building Component ◽  
Students Satisfaction

PurposeHigher institutions in Nigeria have witnessed an increase in the number of student enrolments; Northern Nigerian universities are not excluded. As the number of students increases, so do their needs in terms of facilities such as lecture halls, libraries, laboratories, accommodation, studios, furniture and other auxiliary facilities services (among others things). The purpose of this study is to explore the structural characteristics of building features’ performance and to statistically group them into building components (dependent) and physical and non-physical building features (independent) constructs, relating to influence of facilities’ performance in student satisfaction in Northern Nigerian universities.Design/methodology/approachQuestionnaires used were designed to collect data on both academic facilities, based on student experience and satisfaction with respect to physical and non-physical facilities. The school building assessment method questionnaire by Sanoff (2001) was adapted. Hence, the validity and reliability of measures was examined via academicians and data analysis with statistical package of social science (SPSS) version 22. In general, the values of alpha coefficients were above 0.80.FindingsThe result of exploratory factor analysis revealed that all factors loaded more than 0.61. In conclusion, the results indicated acceptable factor loadings and effective grouping of the features according to the conceptualised framework for the building component. A hypothetical model of building components was then proposed, suggesting the effects of physical and non-physical building features on building components.Research limitations/implicationsThis research has been applied to a Northern Nigerian university. The research should be expanded to other institutions offering higher education.Practical implicationsBased on a conceptual framework, the study gives practical insights concerning the performance of building component as a key success factor for higher education institutions’ (HEIs) facilities.Originality/valueTherefore, the need to develop and improve instruments that will reflects facilities performance for students satisfaction in Nigerian universities became paramount. Thus there is lack of an integrating framework for facilities performance as well as students satisfaction and experience in the context of Nigerian HEIs, especially in the region of northern Nigeria.

scholarly journals Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

2020 ◽  
Vol 12 (24) ◽  
pp. 10367
Author(s):  
Claudiu Coman ◽  
Laurențiu Gabriel Țîru ◽  
Luiza Meseșan-Schmitz ◽  
Carmen Stanciu ◽  
Maria Cristina Bularca
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Style ◽  
Educational Process ◽  
Online Teaching And Learning ◽  
E Learning ◽  
Learning Platforms

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.

scholarly journals Creating blended learning experiences requires more than digital skills

2019 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Bettina Kathrin Schwenger
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Active Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Research Review ◽  
Learning Design ◽  
Digital Literacies ◽  
Tertiary Institutions

With growing diversity and larger numbers of enrolled students in classes, online learning can open up new possibilities in New Zealand’s tertiary institutions to improve teaching and enhance students’ learning. Tertiary institutions have reacted with changed expectations about pedagogical approaches and practices, by, for example, integrating more online learning technologies, and by reconsidering the course design and learning environment (Conole, 2016; Johnson, Adams Becker, Estrada & Freeman, 2015). Consequently, teachers increasingly teach online as part of a course and need to engage large number of students with a broad range of skills and knowledge, including many who are first in their family to learn formally at tertiary level.   Teachers may work with certain areas of online technologies and digital literacies, for example deposit information online for students to read, but they often do not feel confident to facilitate active learning (Ako & Synapsys, 2018; Boelens, de Wever & Voet, 2017) and to offer tasks that aim to engage students collaboratively online. Kirkwood (2014) points out that teachers question how an online tool can be used but may consider less the rationale for the use of a certain pedagogical strategy for which a tool could be used. Digital literacies are more than gaining isolated technological skills (Johnson et al., 2015) as this presentation will share, based on the findings of a collaboration with two teachers in a first-year undergraduate course in Education. In the presentation, we will discuss recommendations for sustainable teacher development that enable blended learning design with opportunities for students to actively create instead of consuming information and that is likely to enhance their experiences of blended learning. The recommendations include underpinning skills and areas such as supporting learning for Māori and non-Māori students by using online affordances for pedagogical practices to, for example, integrate formative feedback, self-assessment, foster active learning online and independent learning.   References   Ako Aotearoa & Synapsys (2018). Technology in learning: Benchmarking and developing sector capability. Wellington, New Zealand: Ako Aotearoa Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. doi:10.1016/j.edurev.2017.06.001 Conole, G. (2016). Theoretical underpinnings of learning design. In J. Dalziel (Ed.), Learning design: Conceptualizing a framework for teaching and learning online (pp. 42–62). New York, NY: Routledge. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon report: 2015 Higher education edition. Austin, TX: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blended and distance education needs ‘joined-up thinking’ rather than technological determinism. Open Learning, 29(3), 206–221.

scholarly journals “Generation invisible“. Higher education students’ (non)use of webcams in synchronous online learning

2020 ◽  
Author(s):  
Svenja Bedenlier ◽  
Iris Wunder ◽  
Michaela Gläser-Zikuda ◽  
Rudolf Kammerl ◽  
Bärbel Kopp ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Survey ◽  
Individual Characteristics ◽  
Course Characteristics ◽  
Face To Face ◽  
Asynchronous Online Learning ◽  
Usage Behavior ◽  
Course Variables ◽  
Teaching In Higher Education

The Spring term 2020 saw a global switch to emergency remote teaching in higher education due to the COVID-19 pandemic. Alongside asynchronous online learning activities, students were called to participate in synchronous videoconferencing sessions, substituting the traditional on-campus face-to-face courses. Given the preponderance of students to avoid using webcams, this study sought to investigate usage behavior, as well as potentially related course variables and individual characteristics. 3,527 students from across all institutional faculties of a comprehensive German university took part in an online survey. Students’ webcam usage behavior was related to personal thoughts and feelings (e.g., privacy), to course characteristics (e.g., group cohesion), and it differed due to specific groups (gender, study degree). Results of this research shed light on a globally present phenomenon and provide a foundation for further investigation.

scholarly journals Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class

2022 ◽  
Vol 10 ◽  
Author(s):  
Kiruthika Ragupathi ◽  
Zi Hui Yeo ◽  
Hui Chieh Loy
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Survey ◽  
Course Design ◽  
Student Experience ◽  
Instructional Designers ◽  
Multiple Choice Questions ◽  
Mass Higher Education ◽  
University Courses ◽  
Qualitative Responses

To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent to which the course design was effective at promoting critical thinking and student experience. Deductive analysis of students’ qualitative responses indicate that the course design was successful in promoting students’ development of critical thinking. Both deductive and inductive analysis of students’ qualitative responses also suggest that students largely had favorable attitudes towards this course design, though there are also some who express concerns. Our design may be useful for instructors and instructional designers aiming to promote critical thinking and learning in university courses.

scholarly journals Student engagement in Higher Education, age and parental education level

2021 ◽  
Vol 38 ◽  
Author(s):  
Filomena COVAS ◽  
Feliciano Henriques VEIGA
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Parental Education ◽  
Online Survey ◽  
Education Level ◽  
Public Higher Education ◽  
Education Students ◽  
Parental Education Level ◽  
Multidimensional Construct ◽  
Cognitive Behavioural

Abstract Within the scope of socio-cognitive theories, student engagement in school has been studied as a multidimensional construct. A four-dimensional perspective was adopted, with the dimensions: affective, cognitive, behavioural and agentic. The objective, to analyse how the variables age and parental education relate to student engagement in school. The sample consisted of 715 Portuguese public Higher Education students from the Lisbon area. The data was collected through an online survey, which included the Student Engagement in School: a Four-Dimensional Scale – Higher Education Version. Data analysis not only revealed that students of age 26 or older scored considerably higher results in engagement than younger colleagues, but also highlighted significant differences of engagement in the affective, behavioural and agentic dimensions, depending on parental education. The results, while partially corroborating the revised literature, suggest future in-depth studies.

scholarly journals Reassessing Disparities in Online Learner Student Engagement in Higher Education

2020 ◽  
Vol 49 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Justin Paulsen ◽  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Large Population ◽  
Public And Private ◽  
Face To Face ◽  
For Profit ◽  
The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

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