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Çevrimiçi öğrenme sırasında lisans öğrencilerinin öğrenci memnuniyetini etkileyen faktörler

Yıl 2024, Cilt: 10 Sayı: 2, 154 - 175, 31.07.2024

Funda Guven , Adiya Ibrayeva , Yenlik Dairova , Batyrkhan Shutenov

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

Etik Beyan

The survey received approval from the board ( IREC) at Nazarbayev University.

Destekleyen Kurum

Nazarbayev University

Proje Numarası

Reference# 280720FD1903

Teşekkür

Batyrkhan Shutenov prepared statistics and cleansed the data.

Kaynakça

  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2023). How to design and evaluate research in Education. McGraw Hill.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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

Factors influencing student satisfaction of undergraduate students during online learning

Yıl 2024, Cilt: 10 Sayı: 2, 154 - 175, 31.07.2024

Funda Guven , Adiya Ibrayeva , Yenlik Dairova , Batyrkhan Shutenov

Öz

Proje Numarası

Reference# 280720FD1903

Kaynakça

  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2023). How to design and evaluate research in Education. McGraw Hill.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Funda Guven 0000-0002-9866-9487

Adiya Ibrayeva 0000-0001-9837-266X

Yenlik Dairova 0000-0003-0980-7292

Batyrkhan Shutenov Bu kişi benim 0009-0009-3741-0656

Proje Numarası Reference# 280720FD1903
Yayımlanma Tarihi 31 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 10 Sayı: 2

Kaynak Göster

APA Guven, F., Ibrayeva, A., Dairova, Y., Shutenov, B. (2024). Factors influencing student satisfaction of undergraduate students during online learning. Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 10(2), 154-175.
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