The Role of the Instructor, Motivation, and Interaction in Building Online Learning Satisfaction during the COVID-19 Pandemic

Autor/in	Thanasi-Boçe, Marsela
Titel	The Role of the Instructor, Motivation, and Interaction in Building Online Learning Satisfaction during the COVID-19 Pandemic
Quelle	In: Electronic Journal of e-Learning, 19 (2021) 5, S.401-415 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	COVID-19; Pandemics; Teacher Role; Interaction; Student Attitudes; Student Satisfaction; Online Courses; School Closing; College Students; Electronic Learning; Student Motivation; Gender Differences; Interpersonal Relationship; Foreign Countries; Albania + Suchen Sie Ihr Suchwort? Lehrerrolle; Interaktion; Schülerverhalten; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Collegestudent; Schulische Motivation; Geschlechterkonflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Albanien
Abstract	This study aims to examine the role of instructor, motivation, and interaction in building students' perceptions of and satisfaction with online learning (OL). It proposes a structural model based on data collected from 446 graduate and undergraduate students who attended online courses during the first COVID-19 lockdown. The data analysis was conducted using partial least square structural equation modeling (PLS-SEM). The results reinforced the role of interaction and instructors in strengthening students' motivation, especially highlighting interaction as a facilitator of how instructors motivate their students. Motivation, interaction, and the instructor's role contributed to positive OL perceptions, which in turn generated greater student satisfaction. This study also revealed that interaction is the factor with the highest impact on OL perception. The instructor's role in motivating students was found to be higher if a greater interaction was present in the online platform. However, the students did not derive OL satisfaction directly from their instructors; rather, satisfaction was generated only when motivation, interaction, and positive OL perceptions emerged. Finally, gender differences were identified in the students' OL satisfaction. Females derived a greater level of motivation, OL perception, and satisfaction from interactions with their instructors and peers, while the male students' OL perception and satisfaction were not affected by their instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01