Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

In order not to lose continuity in education during COVID-19, universities mainly found the solution in Emergency remote teaching. Student satisfaction with online learning experience is one of the measures of the excellence of learning practice. Our goal was to test the hypothesis that the predicto...

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Bibliographic Details
Published in:Education sciences 2021-11, Vol.11 (11), p.693
Main Authors: Kovacevic, Ivana, Labrovic, Jelena Andelkovic, Petrovic, Nikola, Kužet, Ivana
Format: Article
Language:English
Subjects:
Competence
COVID-19
Distance Education
Distance learning
Educational Environment
Educational Resources
Educational Technology
Electronic Learning
Emergency Programs
emergency remote online learning
Engineering Education
Expectation
Foreign Countries
learning
Learning Motivation
Longitudinal Studies
Online Courses
Online instruction
Pandemics
Predictor Variables
Prior Learning
Student Motivation
Student Satisfaction
students’ satisfaction
Teaching
Teaching Methods
Technological Literacy
Undergraduate Students
Value Judgment
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Summary:In order not to lose continuity in education during COVID-19, universities mainly found the solution in Emergency remote teaching. Student satisfaction with online learning experience is one of the measures of the excellence of learning practice. Our goal was to test the hypothesis that the predictors of students’ satisfaction with emergency remote online learning are their prior experience, attitude toward online learning, their motivation, aspects of the learning situation they value (expectations), and their digital competencies. For estimating students’ satisfaction, a survey was created and disseminated, resulting with 547 responses from students of engineering education. Results showed that all students had some experience with online learning platforms and MS Teams. Attitude toward online learning in this situation was neutral, as well as the level of motivation. Their expectations were relatively high in comparison to their satisfaction with all relevant aspects of the online learning situation, while their digital competency was rather perceived as advanced. Our results showed that the prediction of the emergency remote online learning satisfaction for engineering students can be achieved based on previous positive experience with learning platform, motivation for learning in a specific situation, the importance they put to the learning achievement, and their level of digital competency.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci11110693