Investigating the effect of students' satisfaction factors on online education in two types of theory and workshop courses in technical and vocational

Document Type : Original Article

Author

M. Sc., Department of Computer and Information Technology, Faculty of Birjand (Sepideh Kashani), Khorasan Jonubi Branch,Technical and Vocational University (TVU), Birjand, Iran.

Abstract

The key to the success of any online education is to pay attention to student satisfaction. Students 'satisfaction with how they learn in online classes is an important variable and can help instructors and lesson planners to create an environment tailored to students' needs. Lessons should be presented in a way that has a positive impact on students' online learning experience. Students' individual differences, such as technology self-efficacy, personality, and participation, affect their satisfaction with the course. So far, a lot of research has been done to investigate the factors affecting student satisfaction, but no special attention has been paid to the type of courses offered. In this article, in addition to examining the factors affecting students' satisfaction in online learning, the effect of offering two types of theoretical and workshop courses in technical and vocational universities has been discussed. It was done in these two types of courses. The results showed that although the factors of learner-teacher interaction, learner-content interaction and Internet self-efficacy are the most effective factors for student satisfaction, but the type of course presentation changes the importance of these factors according to the theory or workshop.

Highlights

References

Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3-4), 3-22. https://eric.e d.gov/?id=EJ837483

Al-Samarraie, H., Teng, B. K., Alzahrani, A. I., & Alalwan, N. (2018). E-learning continuance satisfaction in higher education: a unified perspective from instructors and students. Studies in Higher Education, 43(11), 2003-2019. https://doi.org/10.10 80/03075079.2017.1298088

AlHamad, A. Q., Al Qawasmi, K. I., & AlHamad, A. Q. (2014). Key Factors in Determining Students' Satisfaction in Online Learning Based on'Web Programming'course within Zarqa University. International Journal of Global Business, 7(1), 7-14. https://www.proquest.com/ openview/97feac895149465a7a51e2624ef209cf/1?pq-origsite=gscholar&cbl=2032032

Banna, J., Grace Lin, M-F., Stewart, M., & Fialkowski, M. K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of online learning and teaching, 11(2), 249-261. https://pubmed.ncbi.nlm.n ih.gov/27441032

Bolliger, D., & Erichsen, E. (2013). Student Satisfaction with Blended and Online Courses Based on Personality Type / Niveau de satisfaction des étudiants dans les cours hybrides et en ligne basé sur le type de personnalité. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 39(1), 1-23. https://www.learntechl ib.org/p/54423/

Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195-203. https://doi.org/10.1016/j.iheduc.201 1.11.001

Burger, J. M. (2010). Personality, 8th Edition (8 ed.). dsworth Publishing. https://www.amaz on.com/Personality-8th-Jerry-M-Burger/dp/0495813966

Chaiprasurt, C., & Esichaikul, V. (2013). Enhancing motivation in online courses with mobile communication tool support: A comparative study. International Review of Research in Open and Distributed Learning, 14(3), 377-401. https://doi.org/10.191 73/irrodl.v14i3.1416

Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distributed Learning, 15(6), 111-131. https://doi.org/10.19173/irrodl.v15i6.1748

Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student Satisfaction with Online Learning: Is It a Psychological Contract? Online Learning, 19(2), 1-15. https://eric.ed.gov/?id=EJ1062943

Garrison, D. R. (2015). Thinking collaboratively: Learning in a community of inquiry. Routledge. https: //doi.org/10.4324/9781315740751

Goh, C., Leong, C., Kasmin, K., Hii, P., & Tan, O. (2017). Students’ experiences, learning outcomes and satisfaction in e-learning. Journal of E-learning and Knowledge Society, 13(2), 117-128. https://www.learntechlib.org/p/188116/

Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), 1-20. https://eric.ed.gov/?id=EJ110365 4

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1-13. https://repository. alt.ac.uk/2415/

Kirwan, J. R., & Roumell, E. A. (2015). Building a conceptual framework for online educator dispositions. Journal of Educators Online, 12(1), 30-61. https://eric.ed.gov/?id=EJ1 051036

Kuo, Y-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. https://doi.org/10.1016/j.iheduc.2013 .10.001

Mahdavi, M. (2016). Acceptance of Students Learning Management System (LMS) Using the Technology Acceptance Models (TAM) (Case study: The Technical and Vocational University). Karafan Quarterly Scientific Journal, 13(2), 77-93. https://karafan.tvu.ac.ir/article_100495_2b2e6 94b3f3027e0b48181b665125ea7.pdf

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222. https://eric.ed.gov/?id=EJ1179659

Pavalache-Ilie, M., & Cocorada, S. (2014). Interactions of Students’ Personality in the Online Learning Environment. Procedia - Social and Behavioral Sciences, 128, 117-122. https://doi.org/10.1016/j.sbspro.2014.03.128

Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019). Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educational Technology in Higher Education, 16(1), 1-26. https://d oi.org/10.1186/s41239-019-0136-3

Pham, L., Williamson, S., & Berry, R. (2018). Student perceptions of e-learning service quality, e-satisfaction, and e-loyalty. International Journal of Enterprise Information Systems (IJEIS), 14(3), 19-40. https://www.igi-global.com/article/student-perceptions-of-e-learning-service-quality-e-satisfaction-and-e-loyalty/208144

Sawang, S., Newton, C., & Jamieson, K. (2013). Increasing learners’ satisfaction/intention to adopt more e‐learning. Education + Training, 55(1), 83-105. https://doi.org/10.1108/00400911311 295031

Schut, S., Van Tartwijk, J., Driessen, E., Van Der Vleuten, C., & Heeneman, S. (2020). Understanding the influence of teacher–learner relationships on learners’ assessment perception. Advances in Health Sciences Education, 25(2), 441-456. https://doi.org/10.1007/s10459-019-09935-z

Tolu, A. T. (2013). Creating Effective Communities of Inquiry in Online Courses. Procedia - Social and Behavioral Sciences, 70(3-4), 1049-1055. https://doi.org/10.1016/j.sbs pro.2013.01.157

Wang, C-H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. https://doi.org/10.1080/01587919.2013.835779

Zhan, Z., & Mei, H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments. Computers & Education, 69, 131-138. https://doi.org/10.1016/j.compedu.201 3.07.002

Keywords

Main Subjects

References

References
Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3-4), 3-22. https://eric.e d.gov/?id=EJ837483
Al-Samarraie, H., Teng, B. K., Alzahrani, A. I., & Alalwan, N. (2018). E-learning continuance satisfaction in higher education: a unified perspective from instructors and students. Studies in Higher Education, 43(11), 2003-2019. https://doi.org/10.10 80/03075079.2017.1298088
AlHamad, A. Q., Al Qawasmi, K. I., & AlHamad, A. Q. (2014). Key Factors in Determining Students' Satisfaction in Online Learning Based on'Web Programming'course within Zarqa University. International Journal of Global Business, 7(1), 7-14. https://www.proquest.com/ openview/97feac895149465a7a51e2624ef209cf/1?pq-origsite=gscholar&cbl=2032032
Banna, J., Grace Lin, M-F., Stewart, M., & Fialkowski, M. K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of online learning and teaching, 11(2), 249-261. https://pubmed.ncbi.nlm.n ih.gov/27441032
Bolliger, D., & Erichsen, E. (2013). Student Satisfaction with Blended and Online Courses Based on Personality Type / Niveau de satisfaction des étudiants dans les cours hybrides et en ligne basé sur le type de personnalité. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 39(1), 1-23. https://www.learntechl ib.org/p/54423/
Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195-203. https://doi.org/10.1016/j.iheduc.201 1.11.001
Burger, J. M. (2010). Personality, 8th Edition (8 ed.). dsworth Publishing. https://www.amaz on.com/Personality-8th-Jerry-M-Burger/dp/0495813966
Chaiprasurt, C., & Esichaikul, V. (2013). Enhancing motivation in online courses with mobile communication tool support: A comparative study. International Review of Research in Open and Distributed Learning, 14(3), 377-401. https://doi.org/10.191 73/irrodl.v14i3.1416
Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distributed Learning, 15(6), 111-131. https://doi.org/10.19173/irrodl.v15i6.1748
Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student Satisfaction with Online Learning: Is It a Psychological Contract? Online Learning, 19(2), 1-15. https://eric.ed.gov/?id=EJ1062943
Garrison, D. R. (2015). Thinking collaboratively: Learning in a community of inquiry. Routledge. https: //doi.org/10.4324/9781315740751
Goh, C., Leong, C., Kasmin, K., Hii, P., & Tan, O. (2017). Students’ experiences, learning outcomes and satisfaction in e-learning. Journal of E-learning and Knowledge Society, 13(2), 117-128. https://www.learntechlib.org/p/188116/
Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), 1-20. https://eric.ed.gov/?id=EJ110365 4
Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1-13. https://repository. alt.ac.uk/2415/
Kirwan, J. R., & Roumell, E. A. (2015). Building a conceptual framework for online educator dispositions. Journal of Educators Online, 12(1), 30-61. https://eric.ed.gov/?id=EJ1 051036
Kuo, Y-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. https://doi.org/10.1016/j.iheduc.2013 .10.001
Mahdavi, M. (2016). Acceptance of Students Learning Management System (LMS) Using the Technology Acceptance Models (TAM) (Case study: The Technical and Vocational University). Karafan Quarterly Scientific Journal, 13(2), 77-93. https://karafan.tvu.ac.ir/article_100495_2b2e6 94b3f3027e0b48181b665125ea7.pdf
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222. https://eric.ed.gov/?id=EJ1179659
Pavalache-Ilie, M., & Cocorada, S. (2014). Interactions of Students’ Personality in the Online Learning Environment. Procedia - Social and Behavioral Sciences, 128, 117-122. https://doi.org/10.1016/j.sbspro.2014.03.128
Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019). Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educational Technology in Higher Education, 16(1), 1-26. https://d oi.org/10.1186/s41239-019-0136-3
Pham, L., Williamson, S., & Berry, R. (2018). Student perceptions of e-learning service quality, e-satisfaction, and e-loyalty. International Journal of Enterprise Information Systems (IJEIS), 14(3), 19-40. https://www.igi-global.com/article/student-perceptions-of-e-learning-service-quality-e-satisfaction-and-e-loyalty/208144
Sawang, S., Newton, C., & Jamieson, K. (2013). Increasing learners’ satisfaction/intention to adopt more e‐learning. Education + Training, 55(1), 83-105. https://doi.org/10.1108/00400911311 295031
Schut, S., Van Tartwijk, J., Driessen, E., Van Der Vleuten, C., & Heeneman, S. (2020). Understanding the influence of teacher–learner relationships on learners’ assessment perception. Advances in Health Sciences Education, 25(2), 441-456. https://doi.org/10.1007/s10459-019-09935-z
Tolu, A. T. (2013). Creating Effective Communities of Inquiry in Online Courses. Procedia - Social and Behavioral Sciences, 70(3-4), 1049-1055. https://doi.org/10.1016/j.sbs pro.2013.01.157
Wang, C-H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. https://doi.org/10.1080/01587919.2013.835779
Zhan, Z., & Mei, H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments. Computers & Education, 69, 131-138. https://doi.org/10.1016/j.compedu.201 3.07.002
Karafan Quarterly Scientific Journal
Volume 17, Special Issue - Serial Number 51
Special Issue Of Humanities
March 2021
Pages 249-262

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History

  • Receive Date: 01 December 2020
  • Revise Date: 28 December 2020
  • Accept Date: 15 January 2021

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