Learner Satisfaction, Engagement and Performances in an Online Module: Implications for Institutional E-Learning Policy

Autor/inn/en	Rajabalee, Yousra Banoor; Santally, Mohammad Issack
Titel	Learner Satisfaction, Engagement and Performances in an Online Module: Implications for Institutional E-Learning Policy
Quelle	In: Education and Information Technologies, 26 (2021) 3, S.2623-2656 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rajabalee, Yousra Banoor) ORCID (Santally, Mohammad Issack)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10375-1
Schlagwörter	Student Satisfaction; Electronic Learning; College Freshmen; Engineering Education; Science Education; Humanities; Business Administration Education; Agricultural Education; Instructional Design; Tutors; Educational Policy; Learning Analytics + Suchen Sie Ihr Suchwort? Studienanfänger; Ingenieurausbildung; Naturwissenschaftliche Bildung; Geisteswissenschaften; Humanwissenschaften; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Förderlehrer; Lehrender; Tutor; Politics of education; Bildungspolitik
Abstract	There has been debates related to online and blended learning from a perspective of learner experiences in terms of student satisfaction, engagement and performances. In this paper, we analyze student feedback and report the findings of a study of the relationships between student satisfaction and their engagement in an online course with their overall performances. The module was offered online to 844 university students in the first year across different disciplines, namely Engineering, Science, Humanities, Management and Agriculture. It was assessed mainly through continuous assessments and was designed using a learning-by-doing pedagogical approach. The focus was on the acquisition of new skills and competencies, and their application in authentic mini projects throughout the module. Student feedback was coded and analyzed for 665 students both from a quantitative and qualitative perspective. The association between satisfaction and engagement was significant and positively correlated. Furthermore, there was a weak but positive significant correlation between satisfaction and engagement with their overall performances. Students were generally satisfied with the learning design philosophy, irrespective of their performance levels. Students, however, reported issues related to lack of tutor support and experiencing technical difficulties across groups. The findings raise implications for institutional e-learning policy making to improve student experiences. The factors that are important relate to the object of such policies, learning design models, student support and counseling, and learning analytics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01