Perceived satisfaction and effectiveness of online education during the COVID-19 pandemic: the moderating effect of academic self-efficacy

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2022-08-23 DOI:10.1080/23752696.2022.2113112

V. Tran

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引用次数: 4

Abstract

ABSTRACT The purpose of this study is to investigate the characteristics influencing students’ satisfaction with online learning and their efficacy in online courses during the COVID–19 pandemic period. Furthermore, it examined whether there was a moderating of academic self-efficacy on perceived satisfaction and effectiveness of online education. The data for the study were obtained using an online survey from 319 respondents who were studying at any education level. The results indicate that instructor quality, course design, quick feedback, and students’ expectations strongly relate to perceived satisfaction. In addition, quick feedback and students’ expectations strongly relate to the effectiveness of online education, while course design and instructor’s prompt feedback are factors that have no relationship to students’ effectiveness in online education. Academic self-efficacy moderates the relationship between perceived satisfaction and effectiveness of online education paths. This paper builds a model to find the relationship between instructor quality, course design, prompt feedback, and student expectations, perceived satisfaction, effectiveness of online education. Furthermore, the moderate effect of academic self-efficacy in regulating the link between perceived satisfaction and online learning efficacy is proposed in this study. These results are most consistent with the earlier studies that investigated such variables throughout the background of social comparison.

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新冠肺炎大流行期间在线教育的感知满意度和有效性：学业自我效能的调节效应

摘要本研究的目的是调查新冠肺炎疫情期间影响学生在线学习满意度的特征及其在线课程的效果。此外，它还考察了学术自我效能感是否对在线教育的感知满意度和有效性有调节作用。该研究的数据是通过对319名在任何教育水平学习的受访者进行在线调查获得的。结果表明，教师素质、课程设计、快速反馈和学生期望与感知满意度密切相关。此外，快速反馈和学生的期望与在线教育的有效性密切相关，而课程设计和讲师的及时反馈与学生在在线教育中的有效性无关。学业自我效能调节在线教育路径的感知满意度与有效性之间的关系。本文建立了一个模型来寻找在线教育的讲师质量、课程设计、即时反馈与学生期望、感知满意度和有效性之间的关系。此外，本研究还提出了学业自我效能感在调节感知满意度与在线学习效能之间联系方面的适度作用。这些结果与早期在社会比较背景下调查这些变量的研究最为一致。

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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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.