بررسی عوامل مؤثر بر رضایت دانشجویان از آموزش آنلاین در دوران شیوع کرونا

الموضوعات :

فاطمه جلالی ¹ , حسین شفیعی ² , مریم عباسی ³

1 - استادیار (مدعو)، دانشکده علوم ارتباطات، دانشگاه علامه طباطبائی، تهران، ایران
2 - دانشجوی کارشناسی روابط عمومی، دانشکده علوم ارتباطات، دانشگاه علامه طباطبایی، تهران، ایران
3 - دانشجوی کارشناسی روزنامه‌نگاری، دانشکده علوم ارتباطات، دانشگاه علامه طباطبایی، تهران، ایران

تاريخ الإرسال : 16 الأحد , محرم, 1444 تاريخ التأكيد : 09 الإثنين , صفر, 1444 تاريخ الإصدار : 27 الجمعة , صفر, 1444

الکلمات المفتاحية: رضایت دانشجویان, آموزش آنلاین, همه‌گیری کرونا, رضایت از آموزش آنلاین,

ملخص المقالة :

پیدایش بیماری کرونا سبب شد آموزش مجازی در مدارس و دانشگاه‌ها به‌شدت فراگیر شود و این امر منجر به ایجاد مسائلی شد. مطالعه حاضر به دنبال بررسی میزان رضایت دانشجویان از آموزش آنلاین و عوامل مؤثر بر رضایت و اثربخشی این نوع آموزش است. این پژوهش ازلحاظ هدف کاربردی، ازلحاظ رویکرد کمی و در آن از پرسشنامه آنلاین استفاده‌شده است. جامعه آماری آن نیز دانشجویان دانشگاه علامه طباطبایی، دانشگاه شهید بهشتی و دانشگاه تهران بودند که با روش نمونه‌گیری داوطلبانه با 760 نفر از آنان مصاحبه گردید. ابزار گرداوری داده‌ها، پرسشنامه‌ای آنلاین با صد سؤال بود که برای سنجش اعتبار و پایایی از تحلیل عاملی(KMO)، ضریب آلفای کرونباخ و همبستگی درونی استفاده شد. در تحلیل داده‌ها نیز نرم‌افزارهای SPSS و LISRE مورداستفاده قرار گرفت. یافته‌ها نشان داد میانگین شاخص رضایت از آموزش آنلاین 2.4 از 5 است و این بیانگر آن است که میزان رضایت در بین دانشجویان کمتر از متوسط و نزدیک به کم است. کمترین میزان رضایت در بعد رضایت از آموزش عملی است. به ترتیب بُعد استادان، شرایط سامانه و کلاس و دانشجویان بیشترین تأثیرگذاری را بر رضایت از آموزش آنلاین دارند.

المصادر:

Adnan, M., & Anwar, Kaiant. (2020). Online learning amid the COVID-19 pandemic: Students' perspectives. Journal of Pedagogical Sociology and Psychology, 2(1): 45-51.

Akbary Boorang, M., Jafari Sani, H., Ahanchian, R., & Kareshki, Hossein. (2013). The Evaluation of E-learning Quality of Iran's Universities Based on Curriculum Orientations and Faculty Member's Experiences, Qurterly Journal of Research and Planing in Higher Education,66: 75-97. (InPersian)

Almaiah, M, Li-Khasawneh, A. & Althunibat, A. (2020). “Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic”. Educ Inf Technol (Dordr).  1–20.

Alimardani, Z., & Pourkarimi, Javad. (2022). Model of competencies of e-learning teachers in creating self-directed learning of learners, Information and Communication Technology in Educational Sciences, 12(47). 123-143. (Persian)

Bradford, G. & Wyatt, S. (2010). Online learning and student satisfaction: Academic standing, ethnicity and their influence on facilitated learning, engagement, and information fluency, The Internet and Higher Education, 13(3): 108-114.

Burgess A., Senior, C., & Moores, E. (2018). A 10-year case study on the changing determinants of university student satisfaction in the UK. PLoS ONE 13(2): e0192976. https://doi.org/10.1371/journal.pone.0192976.

Cao, J., Crew, J., Lin, M., & Burgoon, J. (2006). An Empirical Investigation of Virtual Interaction in Supporting Learning. Information Systems Research: 1-37.

Choy, S, McNickle, C. & Clayton, B. (2005). Learner expectations and experiences an examination of student views of support in online learning:https://www.ncver.edu.au/__data/assets/file/0008/10133/learner-expectations-and-experiences-806.pdf.

Daniel, S. J. (2020). Education and the COVID‑19 pandemic, Prospects.49:91–96: https://link.springer.com/content/pdf/10.1007/s11125-020-09464-3.pdf.

Demuyakor, J. (2020). Coronavirus and Online Learning in Higher Institutions of Education: A Survey of the Perceptions of Ghanaian International Students in China. Online Journal of Communication and Media Technologies, 10(3): 1-9.

Dinh, L., & Nguyen, t. (2020). Pandemic, social distancing, and social work education: students’ satisfaction with online education in Vietnam. Social Work Education, 39 (8): 1074–1083.

Esfahani, N., & Ghaffari, A. (2011). Investigating the effective factors on virtual education satisfaction among students of Isfahan Virtual University, National Conference on Information Technology and Economic Jihad. (Persian)

 

Farajollahi, M., Pahlavaninejad, D., Musa Kazemi, M., & Shabiri, M. (2012).Study of the effect of quality (information-education-technical-services) on the level of learner satisfaction in the e-learning system, Journal of Educational Planning Studies, 2: 114-130. (Persian)

Ganji Arjenaki, B. (2017). Iranian Bimonthly of Education Strategies in Medical Sciences, 10(3): 180-188. (Persian)

Ghorbankhani, M., & Salehi, K. (2017). Representation Challenges of Virtual Training in Iran's Higher Education System: A Study of Phenomenological Approach, Information and Communication Technology in Educational Sciences, 7(2): 123-148. (Persian)

Haji, J., Mohammadi, M., & Hadigha, M. (2021). Describing the Problems of virtual Education via Shad application in Corona Pandemic: This is a phenomenological study, Information and Communication Technology in Educational Sciences, 11(43): 153-174. (Persian)

Heng, K, & Sol, K. (2020). Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness. International Journal of Educational Research

Hermans, C., Haytko, D., & Mott-Stenerson, B. (2009). Student Satisfaction in Web-enhanced Learning Environments. Journal of Instructional Pedagogies: 1-19

Hermida, P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1: 1-8

Jackson, L, jones, S. & Rodriguez, R. (2010). “Faculty Actions that Result in Student Satisfaction in Online Courses”. Journal of Asynchronous Learning Networks, 14(4): 78-96

jazini, A. (2018). Studying the Effect of E-Learning Courses of Universities and Non-profit Institute on Knowledge Development, Iranian Society for Training and Development, 5(16): 133-150. (Persian)

Khorasani, A., Doosti, H. (2011). A Study of the Level of Satisfaction and Importance of the Factors Influential on Effectiveness of E-Learning from the Employee's Viewpoints, Information and Communication Technology in Educational Sciences, 1(4): 37-58. (Persian)

Kim, J. & Lee, W. (2011). Assistance and possibilities: Analysis of learning-related factors affecting the online learning satisfaction of underprivileged students. Computers & Education, 57: 2395-2405

Moore, J. Dickson-Deane, C, Galyen, K. & Chen, W. (2011). E-Learning, online learning, and distance learning environments: Are they the same?” Internet and Higher Education, 14 129-135

Otarkhani, A., & Delavari, V. (2013). Assessing Students Satisfaction from Electronic Learning Systems, Journal of Business Management, 10(11): 50-78. (Persian)

Pham, L, Limbu, Y, Bui, T, Nguyen, H. & Pham, Huong. (2019). Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educational Technology in Higher Education,16:7: 1-26.

Razinkina, E, Pankova, L, Trostinskaya, I, Pozdeeva, E, Evseeva, L, & Tanova, A. (2018). Student satisfaction as an element of education quality monitoring in innovative higher education institution. E3S Web of Conferences 33, 03043 (2018)

Rezvani, H., & Dargahi, H. (2012). Identifying and categorization of e-learning system's characteristics based on the Kano model in Iran's virtual universities, Iranian Bimonthly of Education Strategies in Medical Sciences, 5(3): 150-155. (Persian)

Roca, J, Chiu, C. & Martinez, F. (2006). Understanding e-learning continuance intention: An extension of the Technology Acceptance Model, International Journal of Human-Computer Stuaies, 64: 683-696

Roodsaz, H., Kamalian, A., Amiri, M., & Ghaem Maghami, A. (2017). Identifying Causal Factors Affecting the University Virtual Learning Pattern in Iran, Quarterly Journal of Research in Educational Systems 11(36): 122-143. (Persian)

Saeedinejat, S, &Vafaeenajar, A. (2011). The Effect of E-Learning on Student's Educational Success, Iranian Journal of Medical Education, 11(1): 1-9. (Persian)

Saif, N. & Jordan, A. (2014). The Effect of Service Quality on Student Satisfaction: A Field Study for Health Services Administration Students. International Journal of Humanities and Social Science, 4(8): 172-181

Salehi, K., Ghasemi, M., Shalbaf, A., & Namdari, V. (2016). Analysis of Cognitive themes of professors' lived experience about the quality of virtual education courses, Journal of Applied Psycology Research (Psychology and Educational Sciences) 7(1): 115-136. (Persian)

Schumacher, R., & Lumax, R.J. (2009). Introduction to Structural Equation Modeling, Translator: Vahid Ghasemi, Sociologist’s publications.

Shafiei, M., Mohammadi, M., Afshin, J., & Raeisy, L. (2019). Students’ Experiences of E-Learning Challenges; a Phenomenological Study, Interdisciplinary. Journal of Virtual Learning in Medical Sciences, 10(3): 1-10. (Persian)

Shahsavar, T. & Sudzina, F. (2017). Student satisfaction and loyalty in Denmark: Application of EPSI methodology, PLoS ONE 12(12): e0189576. https://doi.org/10.1371/journal.pone.0189576. (Persian)

Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the digital university: A review of the history and current state of distance. blended, and online learning: http://linkresearchlab.org/PreparingDigitalUniversity.pdf

Sohrabi Yurtchi, B., Mosakhani, M., Shafia, S., & Yazdani, H. (2011). Identifying the Effective Factors on the Formation of the Student's Satisfaction, Journal of Public Administration Perspective, 1(4): 39-61. (Persian)

Sun, P, Tasi, R, Finger, G. & Chen, Y. (2007). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computer and education, 1-20.

Weerasinghe, I. S., & Fernando, R. (2017). Students’ Satisfaction in Higher Education Literature Review. American Journal of Educational Research, 5(5): 533-539.