Examining Students’ Interaction and Satisfaction with Online Learning

Amina Alić Topić
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Abstract

Technology has made it possible for the higher education ecosystem to adapt to the different needs of students and to interact with them remotely when face-to-face interaction is impossible. This study aimed to investigate the relationship between interaction and online learning satisfaction and whether this relationship is mediated by academic self-efficacy and student engagement among 175 Bosnian high school students during the COVID-19 pandemic. The questionnaire was used to collect the data from the participants. The findings suggested that the participants feel confident while using the Internet, are pretty self-directed, and do not lack interactions or satisfaction with online learning. In addition, the findings indicated that while grade level and GPA do not significantly influence students' satisfaction levels, the amount of time spent online and gender significantly influence it, with males reporting higher levels of satisfaction. There is no correlation between gender or the amount of time spent online and online interaction. However, grade level and grade point average have a significant impact. Further, studies show that students who put less effort into their studies are much more likely to be satisfied with the online learning environment. Time spent online substantially affects internet self-efficacy and self-regulated learning, while grade, GPA, and gender have little to no effect. The results of this investigation may help educators design virtual classrooms that stimulate student engagement, discussion, confidence in using the web for learning, and self-directed study. Online learning will become more efficient as a result of this.
学生在线学习互动与满意度调查
科技使高等教育生态系统能够适应学生的不同需求,并在无法面对面互动的情况下与他们进行远程互动。本研究旨在调查175名波斯尼亚高中生在COVID-19大流行期间的互动与在线学习满意度之间的关系,以及这种关系是否受学业自我效能感和学生参与的中介。问卷是用来收集参与者的数据。研究结果表明,参与者在使用互联网时感到自信,自我指导能力强,并且不缺乏互动或对在线学习的满意度。此外,研究结果表明,虽然年级水平和GPA对学生的满意度没有显著影响,但上网时间和性别对学生的满意度有显著影响,男性的满意度更高。性别、上网时间和在线互动之间没有相关性。然而,年级水平和平均成绩有显著的影响。此外,研究表明,在学习上投入较少努力的学生更有可能对在线学习环境感到满意。上网时间对网络自我效能感和自我调节学习有显著影响,而成绩、GPA和性别对网络自我效能感几乎没有影响。这项调查的结果可以帮助教育工作者设计虚拟教室,以激发学生的参与、讨论、使用网络学习的信心和自主学习。因此,在线学习将变得更加高效。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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