A study on students’ satisfaction in remote learning behaviour using digital platforms in Indian higher education institutions

Kumari, Shalini; Shukla, Balvinder; Mishra, Paritosh

doi:10.47974/JSMS-1175

Open Access Research Article

A study on students’ satisfaction in remote learning behaviour using digital platforms in Indian higher education institutions

^*Shalini KumariCorresponding authorShalini.kumari1@s.amity.eduAmity Business School Amity UniversityNoida, Uttar Pradesh, IndiaView full profile → , Balvinder Shuklabshukla@amity.eduAmity UniversityAmity University NoidaNoida, Uttar Pradesh, 201301, Indiahttps://orcid.org/0000-0001-9745-468XView full profile → , Paritosh Mishrapmishra@amity.eduAmity Business School Amity UniversityNoida, Uttar Pradesh, Indiahttps://orcid.org/0000-0002-0025-4874View full profile →

* Corresponding author · click or hover a name for details

pp. 1223–1242Vol. 26Issue 5July 2023DOI: 10.47974/JSMS-1175XML

Published Online:: 21 Sep 2023
Article type:: Research Article
Language:: EN
Article no.:: JSMS-1175
Pages:: 1223–1242

Abstract

Students are impacted by new developments in digital learning tools in various ways, enhancing their learning experience. The transition of the education system towards online education requires scrutiny of the satisfaction of the students with remote learning through the digital platform. This study intends to examine the level of satisfaction of undergraduate and postgraduate students through their experience with online learning. The present study took a sample of 147 students from higher education institutions and the data was collected through a questionnaire based on simple random sampling methods. The present study’s result shows a significant and positive relationship between students’ satisfaction and remote learning. The findings will aid educators and academics in identifying elements that can improve the level of students’ satisfaction with remote learning.

Keywords

Students Satisfaction Digital platform Remote learning Higher education institutions NEP

Subject Classifications

I23: Higher education

References

[1] A. W. (2005). Technology, e-learning and distance education (2nd edition). New York: RoutledgeFalmer.
[2] Adams, Randall, S., & Traustadóttir, a. T. A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology. CBE—Life Sciences Education,Vol. 14, 1-8 (2014), Spring 2015, Available at: https://doi.org/10.1187/cbe.14-08-0118, 9.
[3] Alamri, A. &.-W. Factors Affecting Learners With Disabilities–Instructor Interaction in Online Learning. Journal of Special Education Technology, 32(2), 59-69 (2017). Available at: https://doi.org/10.1177/0162643416681497.
[4] Alqurashi, E. Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148 (2019). Available at: https://doi.org/10.1080/01587919.2018.1553562.
[5] Aragon, S. R. Factors Influencing Completion and Noncompletion of Community College Online Courses. American Journal of Distance Education, 22(3), 146-158, 13 (2008).
[6] Baber, H. Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning During the Pandemic of Covid 19. Journal of Education and e-Learning Research, 8 (2020).
[7] Barbour, M. K., & Reeves, T. C. The reality of virtual schools: A review of the literature. Computers & Education, 52(2), 402-416 (2009). Available at: https://doi.org/10.1016/j.compedu.2008.09.009., 17.
[8] Bates, A. Technology, e-learning and distance education (2nd edition). New York: RoutledgeFalmer (2005).
[9] Bates.(2004), A. Technology, e-learning and distance education (2nd edition). New York (2005).
[10] Bernard, R. M. A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87-122 (2014). https://doi.org/10.1007/s12528-013-9077-3.
[11] Bolliger, D. U. Key factors for determining student satisfaction in online courses. International Journal on E-learning, 3(1), 61-67., 7 (2004).
[12] Bolliger, D. U., Supanakorn, S., & Boggs, C. Impact of podcasting on student motivation in the online learning environment. Computers & Education, 55(2), 714-722 (2010). Available at: https://doi.org/10.1016/j.compedu.2010.03.004., 9.
[13] Bozkurt, A. &. Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Jounal Of Distance Education, 15(1) (2020), i-vi. doi:https://doi.org/10.5281/zenodo.3778083.
[14] Bulić, M. &. The impact of online learning on student motivation in science and biology classes. Journal of Elementary Education, 13(1), 73-87, 15 (2020).
[15] Chyung, Y., Winiecki, D. J., & Fenner, J. A. A case study: Increase Enrollment by reducing Dropout Rates in adult Distance Education (1998).
[16] Cole, M. S., Feild, H. S., & Harris, S. G. Student learning motivation and psychological hardiness: Interactive effects on students’ reactions to a management class. Academy of Management Learning & Education, 3(1), 64-85. Available at: , 23 (2004).
[17] Crane, B. Teaching with the Internet: Strategies and Models for K-12 Curricula (2000).
[18] Danah, H., Creely, E., & Michael, H. Folk Pedagogies for Teacher Educator Transitions: Approaches to Synchronous Online Learning in the Wake of COVID-19. Journal of Technology and Teacher Education, v28 n2 p201-209, 9 (2020).
[19] Duque, L. C. A framework for analysing higher education performance: Students’ satisfaction, perceived learning outcomes, and Dropout intentions. Total Quality Management & Business Excellence, 25(1-2), 1-21 (2014). Available at: https://doi.org/10.1080/14783363.2013.807677.
[20] Elliott, K., & healy, m. Key factors influencing student satisfaction related to recruitment and retention. Journal of Marketing for Higher Education, 10(4), 1-11 (2001).
[21] Eom, Wen& Ashil. The determinants of students’ perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235 (2006).
[22] Eom, Wen, and Joseph. The determinants of students’ perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235 (2006).
[23] Garrison, A. A. Critical inquiry in a text-based environment: Computer conferencing in higher Education. The Internet and Higher Education, 2(2-3), 87-105 (2000).
[24] Gomez. Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom. Journal of Science Education and Technology, volume 25, pages 450-459, 10 (2016).
[25] Gray, & DiLoreto, M. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. NCPEA International Journal of Educational Leadership Preparation, Vol. 11, No. 1– May, (2016), ISSN: 2155-9635 © 2016, 20.
[26] Gray, J. A. The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), n1 (2016).
[27] Gray, J. A., & Melanie, D. Student satisfaction and perceived learning in online learning environments: The mediating effect of student engagement. Paper presented at the Annual Meeting of the National Council of Professors of Educational Leadership, Washington, DC. (2015).
[28] Harmon-Jones, E., Harmon-Jones, C., & Price, T. F. What is approach motivation? Emotion Review, 5(3), 291-295 (2013). Available at: https://doi.org/10.1177/1754073913477509.
[29] Hussein, E. Exploring undergraduate students’ attitudes towards emergrncy online learning during Covid-19: A case from the UAE. Children and Youth Services Review (2020).
[30] Huynh, M. Q. Viewing e-learning productivity from the perspective of Habermas’ cognitive interests theory. Journal of Electronic Commerce in Organizations, 3(2), 33-45 (2005). Available at: https://doi.org/10.4018/jeco.2005040103.
[31] Jones, S. Evaluation of instructor knowledge on structuring and facilitating effective online discourse. The Journal of Educators Online, 3(2), 1-14 (2006). Available at: https://doi.org/10.9743/jeo.2006.2.1.
[32] Kanuka, H., & Jugdev, K. Distance education MBA students: An investigation into the use of an orientation course to address academic and social integration issues. Open Learning: The Journal of Open, Distance and e-Learning, 21(2), 153-166 (2006). Available at: https://doi.org/10.1080/02680510600715578., 14.
[33] Kanwar, A., & Sanjeeva, M. Student satisfaction survey: a key for quality improvement in the higher education institution. Journal of Innovation and Entrepreneurship (2022).
[34] Knapp, N. F. Increasing interaction in a flipped online classroom through video conferencing. TechTrends, 62(6), 618-624 (2018). Availableat: https://doi.org/10.1007/s11528-018-0336-z.
[35] KPMG. (2021). Retrieved from google: https://assets.kpmg/content/dam/kpmg/in/pdf/2017/05/Online-Education-in-India-2021.pdf
[36] Ku, H.-Y. T. Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Behavior, 29(3), 922-929 (2013). Available at: https://doi.org/10.1016/j.chb.2012.12.019, 8.
[37] Lee, J. An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course. The International Review of Research in Open and Distributed Learning, 15(1) (2014). https://doi.org/10.19173/irrodl.v15i1.1638.
[38] Lim, C. P. Engaging learners in online learning Environments. TechTrends 48(4) (2004, July). doi:DOI:10.1007/BF02763440
[39] Lockman, & Schirmer, B. R. Online Instruction in Higher Education: Promising, Research-based, and Evidencebased Practices. Journal of Education and e-Learning Research, Vol. 7, No. 2, 130-152 (2020), ISSN(E) 2410-9991 / ISSN(P) 2518-0169,DOI: 10.20448/journal.509.2020.72.130.152, 23.
[40] Martin, F. W. Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52-65 (2018). Available at: https://doi.org/10.1016/j.iheduc.2018.01.003.
[41] McIsaac, M. a. Handbook of research for educational communications and technology. New York: Macmillan (1996).
[42] MHRD. (2020). Google. Retrieved from https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
[43] Mishra, P., Shukla, B., & Sujatha, R. Human resource management and the implementation of change. New York: Routledge (2021c).
[44] Moore, J. Effects of online interaction and instructor presence on students’ satisfaction and success with online undergraduate public realtion courses. Journalism & Mass Communication Educator, 69(3), 271-288 (2014). Available at: https://doi.org/10.1177/1077695814536398.
[45] Moore, M. G. Editorial: Distance education theory. American Journal of Distance Education, 5(3), 1-6, 07 (1991).
[46] Moore, M. G. Editorial: Distance education theory. American Journal of Distance Education, 5(3), 1-6, 07 (1991).
[47] Moore, M. G. Editorial, what does research say about the learners using computer-mediated communication in distance learning? The American Journal of Distance Education, 16(2), 61-64 (2002). Available at: https://doi.org/10.1207/s15389286ajde1602_1.
[48] Muirhead, B. A Canadian perspective on the uncertain future of distance education. Distance Education, 26(2), 239-254 (2005). Available at:https://doi.org/10.1080/01587910500168884.
[49] Mukhtar, U., Anwar, S., Ahmed, U., & Baloch, M. Factors effecting the service quality of public and private sector universities comparatively: An empirical investigation. Researchers World, 6(3), 132 (2015).
[50] Nelson, M. L., Oden, K. L., & Williams, L. L. Student motivation to participate in asynchronous on-line discussions. Journal of Nursing Education and Practice (2019), availabe at; L: https://doi.org/10.5430/jnep.v9n9p6, 6.
[51] Riva, G. D. Being there: Concepts, effects and measurements of user presence in synthetic environments:. Ios Press (2003).
[52] Saghafi, M. R. An integrated blended model for the contemporary learning environments. Journal of Interactive Learning Research, 25(4), 531-549 (2014).
[53] Sharma, I., & Kiran, D. Study of parent’s satisfaction for online classes under lockdown due to COVID-19 in India. Journal of Statistics and Management Systems, 24(1), 17-36 (2021). https://doi.org/10.1080/09720510.2020.1833452.
[54] Sweller, J. Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4, 295-312 (1994).

Views: 135Downloads: 8Citations: 0