{"title":"What contributed to students’ online learning satisfaction during the pandemic?","authors":"Sin-Hyang Kim, Sihyun Park","doi":"10.1080/01587919.2022.2150147","DOIUrl":null,"url":null,"abstract":"Abstract Due to the sudden transition to online education because of the outbreak of COVID-19, various strategies and factors have been extensively investigated to increase the effectiveness and quality of online education. In this study, we reviewed and synthesized the factors correlating with students’ online learning satisfaction, considered a basic component when evaluating online education quality. From 42 studies that were systematically searched from nine databases, 164 separated correlates of students’ satisfaction were found. These were categorized into four domains: student-related factors, instructor-related factors, quality of online classes, and e-learning readiness. Overall effect size (ES) and four subgroup ESs were then calculated. The results indicated that the domain of instructor-related factors showed the highest ES compared to other domains. Among the factors, instructional support, technology acceptance, and perceived presence were the three top factors exhibiting large ES. Several implications are discussed to enhance these crucial factors.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"44 1","pages":"6 - 23"},"PeriodicalIF":3.7000,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Distance Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/01587919.2022.2150147","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract Due to the sudden transition to online education because of the outbreak of COVID-19, various strategies and factors have been extensively investigated to increase the effectiveness and quality of online education. In this study, we reviewed and synthesized the factors correlating with students’ online learning satisfaction, considered a basic component when evaluating online education quality. From 42 studies that were systematically searched from nine databases, 164 separated correlates of students’ satisfaction were found. These were categorized into four domains: student-related factors, instructor-related factors, quality of online classes, and e-learning readiness. Overall effect size (ES) and four subgroup ESs were then calculated. The results indicated that the domain of instructor-related factors showed the highest ES compared to other domains. Among the factors, instructional support, technology acceptance, and perceived presence were the three top factors exhibiting large ES. Several implications are discussed to enhance these crucial factors.
期刊介绍：
Distance Education, a peer-reviewed journal affiliated with the Open and Distance Learning Association of Australia, Inc., is dedicated to publishing research and scholarly content in the realm of open, distance, and flexible education. Focusing on the freedom of learners from constraints in time, pace, and place of study, the journal has been a pioneering source in these educational domains. It continues to contribute original and scholarly work, playing a crucial role in advancing knowledge and practice in open and distance learning.
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