scholarly journals Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups

2021 ◽  
Vol 22 (3) ◽  
pp. 119-141
Author(s):  
Esteban Vázquez-Cano ◽  
Paz Díez-Arcón
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
University Students ◽  
Student Satisfaction ◽  
Latent Variables ◽  
Structural Equation ◽  
Study Groups ◽  
Teacher Control ◽  
Level Of Satisfaction ◽  
Faculty Of Education

This article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master’s degree students at UNED’s Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED’s official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.  

scholarly journals ANALISIS FAKTOR-FAKTOR YANG MEMENGARUHI KEPUASAN LAYANAN AKADEMIK MAHASISWA PRODI DIPLOMA I KEPABEANAN DAN CUKAI

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Agus Sriyanto
Keyword(s):  
Service Quality ◽  
Student Satisfaction ◽  
Latent Variables ◽  
Structural Equation ◽  
Positive Impact ◽  
Positive Influence ◽  
Equation Modeling ◽  
Policy Makers ◽  
Five Dimensions

ABSTRACT:Improving the quality of education becomes very important nowadays to meet the increasing demands of graduates’ future institutions. This research adopts five dimensions of service quality initiated by Parasuraman, Zeithaml and Berry (servqual) to assess the quality of academic services affecting student satisfaction. Once the determinants are known, they can be used by policy makers to improve student satisfaction levels. After identifying the determinant factors, policy makers can use them to improve the level of satisfaction of students. There are 100 respondents who participated in this research. The data was collected using surveys and analyzed using structural equation modeling with Smart PLS 3.0. The results showed that among five hypotheses tested, all variables have the positive influence, however, there are two latent variables which have significant associations, while the others have not. Responsiveness and empathy have positive and significant impact on the student satisfaction, while tangible, reliability and assurance have a positive impact but not significant. Keywords: customs student satisfaction, service quality, servqual, SEM.ABSTRAK:Meningkatkan kualitas pendidikan menjadi sangat penting dewasa ini untuk memenuhi tuntutan kebutuhan unit pengguna yang semakin meningkat. Penelitian ini mengadopsi lima dimensi kualitas jasa yang digagas oleh Parasuraman, Zeithaml dan Berry (Servqual) untuk menilai kualitas layanan akademik yang mempengaruhi kepuasan mahasiswa. Setelah faktor-faktor penentu dari dimensi servqual dapat diketahui maka faktor-faktor tersebut dapat digunakan oleh pembuat kebijakan untuk meningkatkan tingkat kualitas layanan kepada mahasiswa. Ada 100 responden di pilih secara acak dari total populasi yang berpartisipasi dalam penelitian ini. Data dikumpulkan dengan menggunakan survei online dan dianalisis dengan pemodelan persamaan struktural dengan bantuan software Smart PLS 3.0. Hasil penelitian ini menunjukkan bahwa dari kelima dimensi servqual, semua variabel memiliki pengaruh positif terhadap kepuasan mahasiswa, namun dari lima variabel tersebut hanya dua variabel laten yang mempunyai pengaruh signifikan, sementara tiga variabel yang lain tidak signifikan. Daya tanggap dan empati berpengaruh positif dan signifikan terhadap kepuasan siswa, sedangkan bukti fisik, keandalan dan jaminan memiliki dampak positif namun tidak signifikan.Kata Kunci: kepuasan, Mahasiswa Bea dan Cukai, kualitas layanan, Servqual, SEM                  

scholarly journals Aportaciones de la teoría de la autodeterminación a la predicción de la satisfacción escolar en estudiantes universitarios

2019 ◽  
Vol 37 (2) ◽  
pp. 471-485 ◽  
Author(s):  
José-Manuel Tomás ◽  
Melchor Gutiérrez
Keyword(s):  
University Students ◽  
Latent Variables ◽  
Autonomy Support ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Satisfaction ◽  
Mediational Model ◽  
Estudiantes Universitarios

La literatura especializada ofrece evidencias de que en todo el mundo las tasas de deserción universitaria son elevadas, generando inconvenientes para los propios estudiantes, para la institución a la que pertenecen y para la sociedad en general. Los determinantes del abandono de los estudios son diversos, considerando uno de los más importantes la satisfacción de los estudiantes con su entorno educativo. La satisfacción académica de los estudiantes depende en gran medida del clima motivacional del aula y de la satisfacción de las necesidades psicológicas básicas, fundamento de la teoría de la autodeterminación. En el marco teórico de la motivación autodeterminada y de la psicología positiva, el objetivo de este trabajo es analizar la capacidad predictiva del apoyo a la autonomía por los profesores sobre la satisfacción académica de los alumnos, mediado por la satisfacción de las necesidades psicológicas básicas de los estudiantes. Los participantes son 752 estudiantes universitarios dominicanos. Instrumentos: Percepción de Apoyo a la Autonomía por los Profesores, Satisfacción Necesidades de las Psicológicas Básicas de los Estudiantes, y Conectividad Académica. Los datos se analizan a través de dos Modelos de Ecuaciones Estructurales con variables latentes, uno con mediación total y otro con mediación parcial. Los resultados muestran que el apoyo a la autonomía se relaciona positivamente con la satisfacción de las necesidades psicológicas básicas; las necesidades básicas se relacionan positivamente con la satisfacción académica; y también aparece un efecto positivo y directo del apoyo a la autonomía por los profesores sobre la satisfacción académica de los estudiantes universitarios. The specialized literature offers evidence that university dropout rates are high throughout the world, creating problems for the students themselves, for the institution to which they belong, and for society in general. The determining factors of dropout are diverse, considering the student satisfaction with their educational environment as one of the most important ones. There is also evidence that the students’ satisfaction with their academic environment depends to a large extent on the classroom motivational climate and the satisfaction of basic psychological needs, main elements of the self-determination theory. In the theoretical framework of self-determined motivation and positive psychology, the objective of this paper is to analyze the predictive capacity of teachers’ autonomy support on students’ academic satisfaction, mediated by the satisfaction of the students’ basic psychological needs. Participants are 752 Dominican university students. Instruments: Perceived Teachers’ Autonomy Support, Students’ Basic Psychological Needs Scale, and Academic Connectedness Scale. The data has been analyzed through two Structural Equation Models with latent variables, a total mediational model and a partial mediational model. The results show that support for autonomy is positively related to the satisfaction of basic psychological needs; that basic needs are positively related to academic satisfaction; and that there is also a positive and direct effect of autonomy support by teachers on university students’ academic satisfaction.

scholarly journals Student Satisfaction and Persistence: Imperative Features for Retention in Open and Distance Learning

2015 ◽  
Vol 10 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Maximus Gorky Sembiring
Keyword(s):  
Distance Learning ◽  
Service Quality ◽  
Student Satisfaction ◽  
Grade Point Average ◽  
Student Persistence ◽  
Structural Equation ◽  
Grade Point ◽  
Utilization Of Services ◽  
Satisfaction Index ◽  
Open And Distance Learning

This paper examines the elements of overall service quality as evidence for student satisfaction in an open and distance learning mode. It aims mainly at assessing the implementation and utilization of services as expected and experienced by students. The paper also explores the links between satisfaction and grade point average, student persistence and retention. The research was conducted at Universitas Terbuka utilizing a survey, with the data being collected randomly through a questionnaire. The population was 1,154 Universitas Terbuka graduates attending a commencement day in May 2014. Three hundred questionnaires were distributed and 218 of them were returned complete and processed. Student satisfaction was assessed by scrutinizing the dimensions of service quality: the attributes of reliability, assurance, tangibility, empathy and responsiveness. An Importance Performance Analysis and a Customer Satisfaction Index were first applied concurrently to measure student satisfaction and the level of its importance. Structural equation modelling was then used to verify the influencing features related to satisfaction with the grade point average, persistence and retention. Eight hypotheses were formed and examined, six of which were statistically validated by the analysis. It was found that empathy, responsiveness and reliability directly influenced student satisfaction; and persistence and retention were visibly affected by satisfaction.

scholarly journals GOOGLE CLASSROOM OR MOODLE? : UNIVERSITY STUDENT SATISFACTION IN DISTANCE LEARNING COMMUNICATION DURING COVID-19 PANDEMIC

2020 ◽  
Vol 8 (2) ◽  
pp. 85-99
Author(s):  
Gunawan Wiradharma
Keyword(s):  
Distance Learning ◽  
Student Satisfaction ◽  
Public Higher Education ◽  
Identity Integration ◽  
Tertiary Institutions ◽  
Uses And Gratification ◽  
Uses And Gratification Theory ◽  
Level Of Satisfaction ◽  
Expectation Theory ◽  
Almost All

Distance learning is currently very much influenced by communication media. If in the past distance learning was done by module correspondence via postal delivery, now it is done using public internet facilities. Especially in the COVID-19 pandemic, almost all tertiary institutions utilize online learning for their lectures. There are two features that are commonly and commonly used as learning communication tools namely using Moodle and Google Classroom. The researcher uses the value expectation theory which is a derivative of the uses and gratification theory as a guideline for analyzing data and problems found in this study. Discussion Motives will include information, personal identity, integration and social interaction, and entertainment. Satisfaction will be achieved if the motive is fulfilled. The gap between satisfaction sought and satisfaction obtained will indicate differences in the level of satisfaction. The research method used is a comparative survey research. Data collection techniques through questionnaires were given to each of 116 Moodle and Google Classroom feature users in one of the public higher education in Jakarta. The results of this study were 232 PTN students were satisfied after using Moodle and Google Classroom features.   Keywords: Motive, Satisfaction, Google Classroom, Moodle.

scholarly journals Practice of using interactive technologies for bachelor of applied computer science training during the COVID-19 pandemic

2020 ◽  
Vol 8 (4) ◽  
pp. 6
Author(s):  
A. V. Ponachugin
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Student Satisfaction ◽  
Information Technologies ◽  
Educational Process ◽  
Professional Competencies ◽  
Federal State ◽  
University Graduates ◽  
Interactive Technologies ◽  
Applied Informatics

Introduction. The relevance of the topic is due to the requirements of the new Federal State Educational Standard (FSES) in the direction of training bachelor's degree 09.03.03 «Applied Informatics», which assumes that university graduates have universal, general professional and professional competencies. Among the general professional competencies there is ICT-competence, which consists in the competent use of modern information technologies.The object of the research is interactive technologies used in the conditions of distance education.The subject of the research is the degree of student satisfaction with the methods of interactive learning in the context of distance education, organized in connection with the prevention of the spread of the new coronavirus infection (COVID-19). Scientific novelty – innovations in the education sector, innovative approaches to support the continuity of education and learning during the coronavirus pandemic are identified and systematized.Materials and Methods. Analysis of domestic and foreign literature, pedagogical experiment, survey of subjects of the educational process, methods of comparison, analysis and synthesis.Results. In the course of a survey to establish the level of student satisfaction with distance learning using interactive technologies during the coronavirus pandemic, the following results were obtained: about 77-85% of students believe that electronic courses in LMS are enough to organize distance learning, accordingly, there is no need to introduce additional forms of distance learning; 75% of the surveyed students believe that it is not necessary to tie webinars and online lectures to the curriculum.Discussions and Conclusions. For the organization of distance learning, each teacher individually chooses educational services and platforms, giving preference to those that are more accessible in terms of cost of use, have advanced functionality and a convenient interface. It can be noted that during the implementation of educational activities in a distance format in the direction of training «Applied Informatics» during the coronavirus pandemic, in addition to Moodle, Webex, Zoom, Skype were actively used.

Satisfaction Levels, Communication Situations, and Difficulties Encountered by University Students Regarding Distance Education

2021 ◽  
pp. 001312452110423
Author(s):  
Nesip Demirbilek
Keyword(s):  
Distance Education ◽  
University Students ◽  
Student Satisfaction ◽  
Quantitative Research ◽  
Personal Information ◽  
T Test ◽  
Descriptive Statistics ◽  
Education Student ◽  
Quantitative Research Methods ◽  
Communication Situations

The aim of this study is to determine university students’ views on planning and conducting lectures in distance education, teaching materials, communication situations, and the difficulties they experience. A descriptive survey model, one of the quantitative research methods, was used in the study. Within the scope of the research, a distance education student satisfaction questionnaire developed based on the experiences of the researcher himself and an information form containing the personal information of the participants were used to collect data. The data collection tool was prepared over Google forms and delivered to 1,632 university students via What Sapp and mail. Since the study was prepared in descriptive and scanning type, descriptive statistics, t-test, and one-way analysis of variance (ANOVA) were used in the analysis of the data obtained. Descriptive statistics were used in the analysis of the first, third, fifth, and sixth questions; T-test and ANOVA were used in the analysis of the second and fourth questions. According to the findings of the research, it is seen that the anxiety of the students participating in the research is concentrated on the lectures and exams. Students with self-discipline overcome this process positively, while students without self-discipline often experience problems.

Pedagogical conditions for achieving the quality of distance education in higher education institutions

2020 ◽  
pp. 81-89
Author(s):  
Sviatlana A. Kouchur
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Student Satisfaction ◽  
High Efficiency ◽  
Legal Regulation ◽  
Learning Technologies ◽  
Educational Process ◽  
Personal Factors ◽  
Digital Format

Based on the analysis of the concepts of “distance education” and “distance learning”, we proposed components of the quality of the remote education system (availability of educational standards and distance learning programs, high efficiency of remote learning technologies, evaluation of administrative and management decisions on the creation and functioning of the system, degree of regulatory and legal regulation, assessment of the level of technical and resource equipment, personnel readiness to organize and monitor the educational process in digital format) as well as the quality of distance learning (assessment of the content of digital educational content, the degree of innovation of the distance learning course, the effectiveness of feedback pedagogical communication, the degree of student training, the strength of residual knowledge, the effectiveness of digital educational means, the intensity of pedagogical interaction, the level of digital competencies of teachers and the readiness of students for independent educational activities in the digital environment). On the basis of these conditions, we formulated external (administrative, regulatory, material and technical, personnel) and internal (didactic and personal) factors affecting the effectiveness of distance learning. We also specifiedAspects related to internal factors, such as determining the pace of completing a distance course, requirements for academic support, reliance on internal motivation, managing student activity, using tools for measuring learning, substantiating methods of feedback pedagogical communication, studying student satisfaction with a distance course.

scholarly journals A Silver Lining of Coronavirus

2021 ◽  
Vol 17 (2) ◽  
pp. 138-148
Author(s):  
Khaleel Bader Bataineh ◽  
Mohammed Salem Atoum ◽  
Lama Ahmad Alsmadi ◽  
May Shikhali
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
University Students ◽  
Learning Experience ◽  
Great Effort ◽  
Structured Interviews ◽  
Public And Private ◽  
The World ◽  
Content Design ◽  
Silver Lining

Jordan, like other countries in the world, is facing the Coronavirus pandemic and is making a great effort to continue education in Jordanian schools and universities through distance education. To evaluate this novel experience, this study aimed at investigating the effectiveness of distance education in Jordanian universities in light of the Coronavirus pandemic and identifying the obstacles faced by university students. To reach the research objectives, a questionnaire was developed by the researchers followed by semi-structured interviews. A sample of 1000 students was selected randomly from public and private universities. The results revealed that the majority of the Jordanian university students are not pleased with this distance learning experience as most of the students encountered some obstacles such as internet speed, technological difficulties, and online content design.

scholarly journals University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe

2021 ◽  
Vol 22 (4) ◽  
pp. 89-108
Author(s):  
Norman Rudhumbu
Keyword(s):  
Distance Education ◽  
University Students ◽  
Structural Equation ◽  
Contemporary Literature ◽  
Sampling Strategy ◽  
Access To Education ◽  
Policy And Practice ◽  
Behavioural Intentions ◽  
External Stakeholders ◽  
Structured Questionnaire

Technology-mediated distance education (TDE) has become part of the new normal in the range of teaching strategies used in universities in Zimbabwe. Contemporary literature abounds with studies that highlight challenges associated with access to education in universities, yet very little is highlighted about how TDE can be used to enhance access to education in Zimbabwean universities during the COVID-19 era and beyond. The purpose of this study was therefore to investigate determinants of students’ behavioural intentions to persist with TDE in universities in Zimbabwe during COVID-19 and beyond. The study employed a quantitative approach that used a self-constructed structured questionnaire for data collection from a sample of 1,300 distance learning students selected from five universities using a stratified random sampling strategy. Structural equation modelling using IBM SPSS Amos 22 was used for data analysis. Results of the study show that cultural and norms issues (β = .325; p < .001) and characteristics of the students (β = .329; p < .001), the lecturer (β = .362; p < .001), the institution (β = .427; p < .001), and external stakeholders (β = .279; p < .001) were all significantly associated with the behavioural intentions of university students to persist with TDE. Results of this study have implications for both policy and practice with regard to implementing TDE in universities.

scholarly journals Distance learning opportunities during the COVID-19 epidemic

2020 ◽  
Vol 101 (6) ◽  
pp. 876-882
Author(s):  
A M Ziganshin ◽  
V A Mudrov ◽  
S F Nasyrova ◽  
V Z Galimzyanov ◽  
D A Salimonenko ◽  
...  
Keyword(s):  
Distance Education ◽  
Medical Education ◽  
Distance Learning ◽  
Continuing Medical Education ◽  
Study Groups ◽  
Learning Technologies ◽  
Knowledge Assessment ◽  
Group I ◽  
Group Ii ◽  
Distance Learning Technologies

Aim. To compare the results of using traditional and distance education technologies in the training of obstetricians and gynecologists in the continuing medical education cycles. Methods. The effectiveness of the use of traditional and distance learning technologies in the training of obstetrician-gynecologists on the continuing medical education cycles was assessed based on Bashkir State Medical University. The study included an assessment of the knowledge of obstetricians and gynaecologists trained in the 36-hour program. Two study groups were selected. The group I included 28 doctors, whose training and knowledge assessment was carried out mainly using traditional education technologies. The group II consisted of 30 doctors, whose training and knowledge assessment was carried out using distance education technologies. The final effectiveness of the use of the studied technologies was evaluated based on the analysis of the final test results and the solution of situational clinical tasks as a General interview. The research results processing was performed by IBM SPSS Statistics Version 25.0. Results. The study revealed that the use of distance learning technologies does not lead to a decrease in the physician's level of training: 70.0% in group I, 60.7% in group II (2=0.11, df=1, p=0.74). Meanwhile, the distance learning format causes difficulties for doctors of the older age group: in group I, there is a direct moderate correlation between age and performance (r=0.497, p=0.007), in group II a noticeable inverse correlation (r=0.689, p 0.001). Conclusion. Based on the results of the study, it is necessary to take a differentiated approach to the formation of groups for distance learning in the future.

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