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Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19

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  • Hasnan Baber

Abstract

The COVID19 pandemic has disrupted the normal functioning of various activities across the world, including learning and education. The shift towards online education during the pandemic of COVID19 has led many studies to focus on perceived learning outcomes and student satisfaction in this new learning environment. This study aims to examine the determinants resulting in students’ perceived learning outcomes and their influence on student satisfaction. The data was collected from undergraduate students in both South Korea and India to gain a cross-country study. The study found that the factors–interaction in the classroom, student motivation, course structure, instructor knowledge, and facilitation–are positively influencing students’ perceived learning outcome and student satisfaction. There is no significant difference in the students’ perceived learning outcome and student satisfaction in the two countries. The study will be helpful for the educationists and academics to identify the factors which will enhance student learning outcome and satisfaction level in online classes during the coronavirus pandemic.

Suggested Citation

  • Hasnan Baber, 2020. "Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 7(3), pages 285-292.
    • Handle: RePEc:aoj:jeelre:v:7:y:2020:i:3:p:285-292:id:2048
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    Cited by:

    1. Amanda M. Y. Chu & Connie K. W. Liu & Mike K. P. So & Benson S. Y. Lam, 2021. "Factors for Sustainable Online Learning in Higher Education during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(9), pages 1-16, April.
    2. Jiying Han & Xiaohui Geng & Qinxiang Wang, 2021. "Sustainable Development of University EFL Learners’ Engagement, Satisfaction, and Self-Efficacy in Online Learning Environments: Chinese Experiences," Sustainability, MDPI, vol. 13(21), pages 1-14, October.
    3. Chien-Chih Chen, 2021. "Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective," Sustainability, MDPI, vol. 13(16), pages 1-20, August.
    4. Syaiful Hifni, 2021. "Contingency E-Learning for Accounting: Effective Communication in the New Normal Era," GATR Journals afr205, Global Academy of Training and Research (GATR) Enterprise.
    5. Nikou, Shahrokh & Kim, Seongcheol & Lim, Chulmin & Maslov, Ilia, 2021. "Satisfaction with e-Learning Systems during the COVID-19 Pandemic – A Comparative Study," 23rd ITS Biennial Conference, Online Conference / Gothenburg 2021. Digital societies and industrial transformations: Policies, markets, and technologies in a post-Covid world 238042, International Telecommunications Society (ITS).
    6. Aida Mammadova & Nazam Ali & Krisada Chaiyasarn, 2022. "Can Online Learning about UNESCO Biosphere Reserves Change the Perception on SDGs and Different Aspects of Sustainability between Japanese and International Students?," Sustainability, MDPI, vol. 14(13), pages 1-14, June.
    7. Andrianto Widjaja & Yosua Giovanni Widjaja, 2022. "The influence of interaction, learner characteristics, perceived usefulness, and perceived satisfaction on continuance intention in e-learning system," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 11(2), pages 381-390, March.
    8. Juan Luis Martín Ayala & Sergio Castaño Castaño & Alba Hernández Santana & Mariacarla Martí González & Julién Brito Ballester, 2021. "Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students," Sustainability, MDPI, vol. 13(16), pages 1-17, August.
    9. Valentin Kuleto & Milena P. Ilić & Nevenka Popović Šević & Marko Ranković & Dušan Stojaković & Milutin Dobrilović, 2021. "Factors Affecting the Efficiency of Teaching Process in Higher Education in the Republic of Serbia during COVID-19," Sustainability, MDPI, vol. 13(23), pages 1-20, November.
    10. Azira Hanani Ab Rahman & Nur Syafiqah A. Samad & Azwan Abdullah & Mohd Rushdan Yasoa’ & Siti Fariha Muhamad & Norzalizah Bahari & Siti Rohana Mohamad, 2022. "E-Learning and Sustainability of Pondok Schools: A Case Study on Post-COVID-19 E-Learning Implementation among Students of Pondok Sungai Durian, Kelantan, Malaysia," Sustainability, MDPI, vol. 14(18), pages 1-18, September.
    11. Ahmad Samed Al-Adwan & Nour Awni Albelbisi & Omar Hujran & Waleed Mugahed Al-Rahmi & Ali Alkhalifah, 2021. "Developing a Holistic Success Model for Sustainable E-Learning: A Structural Equation Modeling Approach," Sustainability, MDPI, vol. 13(16), pages 1-25, August.
    12. Merfat Ayesh Alsubaie & Layla Nasser Alzarah & Fatmah Abdulrahman Alhemly, 2022. "Faculty Members’ Attitudes and Practices: How They Responded to Forced Adoption of Distance Education?," SAGE Open, , vol. 12(3), pages 21582440221, July.
    13. Alina Mihaela Dima & Mihail Busu & Vanesa Madalina Vargas, 2022. "The mediating role of students’ ability to adapt to online activities on the relationship between perceived university culture and academic performance," Oeconomia Copernicana, Institute of Economic Research, vol. 13(4), pages 1253-1281, December.

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