{"title":"突破障碍:提高在线工程教育的学生满意度","authors":"Suzana Sampaio;Kathryn Cormican","doi":"10.1109/TE.2025.3573603","DOIUrl":null,"url":null,"abstract":"Contribution: This study advances the understanding of learner satisfaction in online education, particularly within higher education (HE) engineering programs. It develops a conceptual model categorizing key factors affecting satisfaction and provides empirical evidence on their impact, offering actionable recommendations for educators and institutions. Background: Online education has transformed traditional learning environments, increasing access and flexibility. However, HE programs, especially engineering, face significant challenges when transitioning from face-to-face formats to hybrid or fully online. Understanding the factors influencing student satisfaction in this context is crucial to enhance learning experiences. Research Questions: 1) What are the key barriers affecting learners’ satisfaction with online learning in higher engineering courses in Ireland? and 2) What is the degree of influence of these barriers on learner satisfaction? Methodology: Data were collected from 608 students enrolled in HE engineering courses in Ireland. The study used partial least squares structural equation modeling (PLS-SEM) to analyze the interaction between six key factors categorized into personal and technical domains. Findings: Learner motivation, online learning tools optimization, and addressing psychological well-being emerged as critical elements to improve student satisfaction. Contrary to expectations, increased use of asynchronous communication channels and greater Internet connectivity did not significantly contribute to higher satisfaction levels. These findings provide valuable insights for improving the online learning experience in HE engineering education.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 4","pages":"336-345"},"PeriodicalIF":2.0000,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Breaking Barriers: Enhancing Student Satisfaction in Online Engineering Education\",\"authors\":\"Suzana Sampaio;Kathryn Cormican\",\"doi\":\"10.1109/TE.2025.3573603\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Contribution: This study advances the understanding of learner satisfaction in online education, particularly within higher education (HE) engineering programs. It develops a conceptual model categorizing key factors affecting satisfaction and provides empirical evidence on their impact, offering actionable recommendations for educators and institutions. Background: Online education has transformed traditional learning environments, increasing access and flexibility. However, HE programs, especially engineering, face significant challenges when transitioning from face-to-face formats to hybrid or fully online. Understanding the factors influencing student satisfaction in this context is crucial to enhance learning experiences. Research Questions: 1) What are the key barriers affecting learners’ satisfaction with online learning in higher engineering courses in Ireland? and 2) What is the degree of influence of these barriers on learner satisfaction? Methodology: Data were collected from 608 students enrolled in HE engineering courses in Ireland. The study used partial least squares structural equation modeling (PLS-SEM) to analyze the interaction between six key factors categorized into personal and technical domains. Findings: Learner motivation, online learning tools optimization, and addressing psychological well-being emerged as critical elements to improve student satisfaction. Contrary to expectations, increased use of asynchronous communication channels and greater Internet connectivity did not significantly contribute to higher satisfaction levels. These findings provide valuable insights for improving the online learning experience in HE engineering education.\",\"PeriodicalId\":55011,\"journal\":{\"name\":\"IEEE Transactions on Education\",\"volume\":\"68 4\",\"pages\":\"336-345\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2025-06-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"IEEE Transactions on Education\",\"FirstCategoryId\":\"5\",\"ListUrlMain\":\"https://ieeexplore.ieee.org/document/11028941/\",\"RegionNum\":2,\"RegionCategory\":\"工程技术\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"IEEE Transactions on Education","FirstCategoryId":"5","ListUrlMain":"https://ieeexplore.ieee.org/document/11028941/","RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Breaking Barriers: Enhancing Student Satisfaction in Online Engineering Education
Contribution: This study advances the understanding of learner satisfaction in online education, particularly within higher education (HE) engineering programs. It develops a conceptual model categorizing key factors affecting satisfaction and provides empirical evidence on their impact, offering actionable recommendations for educators and institutions. Background: Online education has transformed traditional learning environments, increasing access and flexibility. However, HE programs, especially engineering, face significant challenges when transitioning from face-to-face formats to hybrid or fully online. Understanding the factors influencing student satisfaction in this context is crucial to enhance learning experiences. Research Questions: 1) What are the key barriers affecting learners’ satisfaction with online learning in higher engineering courses in Ireland? and 2) What is the degree of influence of these barriers on learner satisfaction? Methodology: Data were collected from 608 students enrolled in HE engineering courses in Ireland. The study used partial least squares structural equation modeling (PLS-SEM) to analyze the interaction between six key factors categorized into personal and technical domains. Findings: Learner motivation, online learning tools optimization, and addressing psychological well-being emerged as critical elements to improve student satisfaction. Contrary to expectations, increased use of asynchronous communication channels and greater Internet connectivity did not significantly contribute to higher satisfaction levels. These findings provide valuable insights for improving the online learning experience in HE engineering education.
期刊介绍:
The IEEE Transactions on Education (ToE) publishes significant and original scholarly contributions to education in electrical and electronics engineering, computer engineering, computer science, and other fields within the scope of interest of IEEE. Contributions must address discovery, integration, and/or application of knowledge in education in these fields. Articles must support contributions and assertions with compelling evidence and provide explicit, transparent descriptions of the processes through which the evidence is collected, analyzed, and interpreted. While characteristics of compelling evidence cannot be described to address every conceivable situation, generally assessment of the work being reported must go beyond student self-report and attitudinal data.