Dataset Information

Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries.

ABSTRACT: The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic's first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher's active role in the process of online education, and the overall system quality, while the students' digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students' performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.

SUBMITTER: Kerzic D

PROVIDER: S-EPMC8528294 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries.

Keržič Damijana D Alex Jogymol Kalariparampil JK Pamela Balbontín Alvarado Roxana R Bezerra Denilson da Silva DDS Cheraghi Maria M Dobrowolska Beata B Fagbamigbe Adeniyi Francis AF Faris MoezAlIslam Ezzat ME França Thais T González-Fernández Belinka B Gonzalez-Robledo Luz Maria LM Inasius Fany F Kar Sujita Kumar SK Lazányi Kornélia K Lazăr Florin F Machin-Mastromatteo Juan Daniel JD Marôco João J Marques Bertil Pires BP Mejía-Rodríguez Oliva O Méndez Prado Silvia Mariela SM Mishra Alpana A Mollica Cristina C Navarro Jiménez Silvana Guadalupe SG Obadić Alka A Raccanello Daniela D Rashid Md Mamun Ur MMU Ravšelj Dejan D Tomaževič Nina N Uleanya Chinaza C Umek Lan L Vicentini Giada G Yorulmaz Özlem Ö Zamfir Ana-Maria AM Aristovnik Aleksander A

PloS one 20211020 10

The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic's first wav ...[more]

PMID: 34669757

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Project description:IntroductionThere has been a move to a "flipped classroom" (FC) in medical education. The FC promotes active learning and utilizes independent preparation prior to in-class sessions. Few studies have evaluated the effectiveness of the FC approach in medical education, specifically via virtual learning. The purpose of this study evaluates student and faculty perceptions of the FC approach and relationships between student engagement and performance.MethodThe first-year medical student psychiatry curriculum was redesigned with an FC approach and subsequently altered by COVID-19 to a virtual learning environment. A mixed-method approach was used to examine both qualitative assessment and quantitative performance data. Students and facilitators were invited to participate in surveys regarding the curriculum changes. Student performance data was collected via quizzes and examinations. Engagement was evaluated by student participation in National Board of Medical Examiners-style multiple-choice questions delivered via Top Hat®. Correlational analyses were used to evaluate associations between engagement and performance. T-tests were used to compare student satisfaction across 2019 and 2020.ResultsPerformance on in-class questions was positively associated with class rank and performance (p < 0.005). More students were either satisfied or strongly satisfied (91.5%) in 2020 compared to 85.7% in 2019 (two-tailed t-test, p = 0.04). Most students (81.3%) preferred in-class questions to lectures. In 2020, 62.6% of student comments were positive regarding the psychiatry curriculum vs 33.3% in 2019. Over 61.5% of facilitators felt positive towards the changes.ConclusionOur results demonstrate a positive relationship between engagement and class performance. Students and facilitators positively perceived the approach, with students preferring in-class questions compared to lectures. Future research should evaluate overall performance on standardized tests, third-year clerkships, and number of students matching into psychiatry.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-021-01287-x.

Project description:The COVID-19 pandemic affected student well-being through measures such as closing educational institutions and social distancing, which forced universities to adapt the student learning environment. Previous research has demonstrated that the learning environment influences student well-being by satisfying their basic psychological needs of autonomy, competence, and relatedness. The present study therefore aimed to investigate, against the background of the pandemic, (1) how the basic psychological needs related to student well-being, (2) how students perceived interaction within the academic system, and (3) how they would like the “new educational normal” to look. To address these aims, we implemented a cross-sectional survey which included both quantitative measures and qualitative open-ended questions and distributed it at a Dutch university (n = 653). To identify the predictive strength of need satisfaction and frustration, we ran multiple regressions. We found that need satisfaction and frustration were significantly related to the well-being measures, of which relatedness was only weakly related to student well-being. Moreover, students reported restricted interactions with their teachers and fellow students, leading to feelings of disconnectedness, as well as struggles to establish or maintain relationships. In contrast with the quantitative findings, students highlighted relatedness as an essential, currently lacking part of their experience. They suggested a potential hybrid learning environment with a focus on social cohesion. This study emphasizes the relevance of interpersonal connections within higher education and provides practical ideas for post-pandemic academic structures. These insights can support systemic investments of universities in student well-being and creating a healthier learning environment for the future. Supplementary Information The online version contains supplementary material available at 10.1007/s10212-023-00680-x.

Project description:The COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors and may also vary between countries. As such, this cross-sectional study sought to investigate how engagement of university students, a major driver of online learning, was influenced by course content, online interaction, student acceptance, and satisfaction with online learning, as well as self-efficacy across nine countries (China, India, Iran, Italy, Malaysia, Portugal, Serbia, Turkey, and the United Arab Emirates) during the COVID-19 pandemic. Using a questionnaire-based approach, data collected from 6,489 university students showed that student engagement was strongly linked to perception of the quality of the course content and online interactions (p < .001). The current study also indicated that online interactions are a major determinant of academic efficacy but only if mediated by engagement within the online learning context. A negative correlation between student engagement and satisfaction with online learning was found, demonstrating the importance of students being engaged behaviorally, emotionally, and cognitively to feel satisfied with learning. Academic efficacy and student satisfaction were explained by course content, online interaction, and online learning acceptance, being mediated by student engagement. Student satisfaction and, to a lesser degree academic efficacy, were also associated with online learning acceptance. Overall, the structural equation model was a good fit for the data collected from all nine countries (CFI = .947, TLI = .943; RMSEA = .068; SRMR = .048), despite differences in the percentage variations explained by each factor (no invariance), likely due to differences in levels of technology use, learning management systems, and the preparedness of teachers to migrate to full online instruction. Despite limitations, the results of this study highlight the most important factors affecting online learning, providing insight into potential approaches for improving student experiences in online learning environments.

Dataset Information

Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries.

Publications

Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries.

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