ISSN: 2226-6348
Open access
The purpose of this study is to determine the characteristics that influence student satisfaction with online learning during the COVID-19 epidemic and the linkages among them. The research was a quantitative in nature and the data was collected through an online survey of 166 respondents who were taking an art and design course at universities in Guilin, China. The offered hypotheses were examined using structural equation modelling. Partial least squares (PLS) were used to validate the measurements and hypotheses, while confirmatory factor analysis (CFA) was utilized to validate both. The empirical findings indicate that student satisfaction with online learning is not primarily influenced by the calibre of the teachers. The findings also show that the expectations of the students and the course's design have a big impact on how satisfied students are with online learning. Teachers and school administrators can use the survey results as a guide and a point of reference when making choices.
Nortvig, A., Petersen, A. K., & Balle, S. H. (2018). A Literature Review of the Factors Influencing E Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement. Electronic Journal of E-Learning, 16(1), pp46 55–pp46 55. https://academic-publishing.org/index.php/ejel/article/view/1855.
Diep, A. N., Zhu, C., Struyven, K., & Blieck, Y. (2017, March). Who or what contributes to student satisfaction in different blended learning modalities? ResearchGate; Wiley. https://doi.org/10.1111/bjet.12431.
Arambewela, R., & Hall, J. (2009). An empirical model of international student satisfaction. Asia Pacific Journal of Marketing and Logistics, 21(4), 555–569. https://doi.org/10.1108//apjml.
Bangert, A. W. (2004). The seven principles of good practice: A framework for evaluating on- line teaching. The Internet and Higher Education, 7(3), 217–232. https://doi.org/10.1016/j.iheduc.2004.06.003.
Barclay, D., Higgins, C., & Thomson, R. (1995). The partial least squares approach to
causal modeling, personal computer adoption and use as an illustration. Technology Studies, 2, 285–309.?
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7. https://doi.org/10.1016/0307-4412(89)90094-0.
Chen, T., Peng, L., Yin, X., Rong, J., Yang, J., & Cong, G. (2020). Analysis of User Satisfaction with Online Education Platforms in China during the COVID-19 Pandemic. Healthcare, 8(3), 200. https://doi.org/10.3390/healthcare8030200.
Chin, W. W. (1998). The partial least squares approach to structural equation modeling. Modern methods for business research, 295(2), 295-336.
Fotheringham, P., Harriott, T., Healy, G., Arenge, G., & Wilson, E. (2021). Pressures and influences on school leaders navigating policy development during the COVID?19 pandemic. British Educational Research Journal, 48(2), 201–227. https://doi.org/10.1002/berj.3760.
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), n1.
Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923–6947. https://doi.org/10.1007/s10639-021-10523-1.
Harasim, L. (2012). Learning theory and online technologies. Routledge/Taylor & Francis. Key Factors Influencing Student Satisfaction Related to Recruitment and Retention. (2021). Journal of Marketing for Higher Education. https://www.tandfonline.com/doi/abs/10.1300/J050v10n04_01.
Mosher, H. S., Woodward, A. D. (2020). A comprehensive timeline of the new coronavirus pandemic, from China’s first COVID-19 case to the present. Business Insider. https://www.businessinsider.com/coronavirus-pandemic-timeline-history-major-events-2020-3.
Munteanu, C., Ceobanu, C., Bobâlca, C., & Anton, O. (2010). An analysis of customer satisfaction in a higher education context. The International Journal of Public Sector Management, 23(2), 124. https://doi.org/10.1108//ijpsm.
Picciano, A. G. (2017). Theories and Frameworks for Online Education: Seeking an Integrated Model. Online Learning, 21(3). https://doi.org/10.24059/olj.v21i3.1225.
Ramsden, P. A. (1991). Performance indicator of teaching quality in higher education: The course experience questionnaire. Studies in Higher Education, 16(2), 129–150. https://www.tandfonline.com/doi/abs/10.1080/03075079112331382944.
Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and
perceived learning in asynchronous online courses. Distance education, 22(2), 306-331.https://doi.org/10.1080/0158791010220208.
Sun, A., & Chen, X. (2016). Online Education and Its Effective Practice: A Research Review. Journal of Information Technology Education: Research, 15(15), 157–190. http://www.informingscience.org/Publications/3502.
Shereen, M. A., Khan, S., Kazmi, A., Bashir, N., & Siddique, R. (2020). COVID-19 infection: Emergence, transmission, and characteristics of human coronaviruses. Journal of Advanced Research, 24(92), 91–98. https://doi.org/10.1016/j.jare.2020.03.005.
Smith, M. R., Grealish, L., & Henderson, S. (2018). Shaping a valued learning journey:
Student satisfacti on with learning in undergraduate nursing programs, a grounded theory study. Nurse Education Today, 64, 175–179. https://doi.org/10.1016/j.nedt.2018.02.020.
Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the course experience questionnaire. Studies in Higher Education, 22(1), 33–53. https://doi.org/10.1080/03075079712331381121
Wu, J.-H., Tennyson, R. D., & Hsia, T.-L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction
and motivation in flipped classroom. Computers in Human Behavior, 70, 251–260. https://doi.org/10.1016/j.chb.2016.12.085.
Yin, H., & Wang, W. (2015). Assessing and improving the quality of undergraduate teaching in China: The course experience questionnaire. Assessment & Evaluation in Higher Education, 40(8), 1032–1049. https://doi.org/10.1080/02602938.2014.963837.
In-Text Citation: (Zhi & Hassan, 2023)
To Cite this Article: Zhi, L., & Hassan, N. C. (2023). Influences of Online Classes on Chinese Students’ Satisfaction Amid Covid -19. International Journal of Academic Research in Progressive Education and Development, 12(1), 1519–1531.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode