Factors impacting university students' online learning experiences during the COVID‐19 epidemic
Due to the COVID‐19 epidemic crisis, students from higher education institutions around the world are forced to participate in comprehensive online curriculums. In such a scenario, it is worth investigating how students perceived their learning outcomes and satisfaction based on this method of teach...
Gespeichert in:
| Veröffentlicht in: | Journal of computer assisted learning 2021-12, Vol.37 (6), p.1578-1590 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 1590 |
|---|---|
| container_issue | 6 |
| container_start_page | 1578 |
| container_title | Journal of computer assisted learning |
| container_volume | 37 |
| creator | Su, Chien‐Yuan Guo, Yuqing |
| description | Due to the COVID‐19 epidemic crisis, students from higher education institutions around the world are forced to participate in comprehensive online curriculums. In such a scenario, it is worth investigating how students perceived their learning outcomes and satisfaction based on this method of teaching and learning online. This study aims to explore the role of six factors, namely, system quality, course design, learner‐learner interaction, learner‐instructor interaction, learner‐content interaction, and self‐discipline, on university students' perceived learning outcomes and their effect on student satisfaction with online curricula during the COVID‐19 epidemic. A structural equation modelling technique was used to assess survey questionnaires obtained from 457 validated students at a Public University in China. The results demonstrated that these determinants had a positive effect on satisfaction and learning outcomes, whereas learner‐instructor interaction had no significant effect. Furthermore, the strongest determinant that affected not only students' satisfaction but also their learning outcomes was the learner‐content interaction.
Lay Description
What is already known about this topic?
Online teaching can support students' learning in COVID‐19 epidemic.
Various determining factors affect students' learning outcomes and satisfaction towards online learning.
What this paper adds?
This study investigates six determinants on students' learning outcomes and satisfaction towards online learning.
Learner‐content interaction yielded a stronger effect on university students' learning outcomes and satisfaction.
Learner‐instructor interaction has no significant effect.
Implications for practice and/or policy
System quality, course design, learner‐learner interaction, learner‐content interaction, and self‐discipline, had a positive impact on university students' perceived learning outcomes and satisfaction in COVID‐19. |
| doi_str_mv | 10.1111/jcal.12555 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_8661517</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1318888</ericid><sourcerecordid>2610413307</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4985-160185f98e9b250d5adc663b6a67d24e655297f33c167aa748d6901b6cc71c213</originalsourceid><addsrcrecordid>eNp9kc9u1DAQxi0Eokvhwh0UiQMVUorHjp34goSWtrSq1AtwtbzObOtV4qR2Utgbj8Az9knqNGUFHJiLrfl-mn8fIS-BHkKK9xtrmkNgQohHZAFcipyVTD0mC8qkzAtF1R55FuOGUloqWT0lezwlK1nwBTHHxg5diJlr-_Rz_jIbvbvBEN2wzeIw1uiH-DbrfOM8Zg2a4CcIf_QYHHqLMavHMKWGK8yWF99OP93-_AUqw97V2Dr7nDxZmybii4d3n3w9Pvqy_JyfX5ycLj-e57ZQlchBUqjEWlWoVkzQWpjaSslX0siyZgVKIZgq15xbkKUxZVHVUlFYSWtLsAz4Pvkw1-3HVYu1TXMH0-g-uNaEre6M038r3l3py-5GV1KCgDIVOHgoELrrEeOgWxctNo3x2I1RMwm0AM7phL75B910Y_BpvXuKsoLyiXo3UzZ0MQZc74YBqifn9OScvncuwa__HH-H_rYqAa9mIN3d7uSjM-BQpUg6zPp31-D2P630Wbr63PQOO_2uBg</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2610024037</pqid></control><display><type>article</type><title>Factors impacting university students' online learning experiences during the COVID‐19 epidemic</title><source>Wiley Online Library Journals Frontfile Complete</source><creator>Su, Chien‐Yuan ; Guo, Yuqing</creator><creatorcontrib>Su, Chien‐Yuan ; Guo, Yuqing</creatorcontrib><description>Due to the COVID‐19 epidemic crisis, students from higher education institutions around the world are forced to participate in comprehensive online curriculums. In such a scenario, it is worth investigating how students perceived their learning outcomes and satisfaction based on this method of teaching and learning online. This study aims to explore the role of six factors, namely, system quality, course design, learner‐learner interaction, learner‐instructor interaction, learner‐content interaction, and self‐discipline, on university students' perceived learning outcomes and their effect on student satisfaction with online curricula during the COVID‐19 epidemic. A structural equation modelling technique was used to assess survey questionnaires obtained from 457 validated students at a Public University in China. The results demonstrated that these determinants had a positive effect on satisfaction and learning outcomes, whereas learner‐instructor interaction had no significant effect. Furthermore, the strongest determinant that affected not only students' satisfaction but also their learning outcomes was the learner‐content interaction.
Lay Description
What is already known about this topic?
Online teaching can support students' learning in COVID‐19 epidemic.
Various determining factors affect students' learning outcomes and satisfaction towards online learning.
What this paper adds?
This study investigates six determinants on students' learning outcomes and satisfaction towards online learning.
Learner‐content interaction yielded a stronger effect on university students' learning outcomes and satisfaction.
Learner‐instructor interaction has no significant effect.
Implications for practice and/or policy
System quality, course design, learner‐learner interaction, learner‐content interaction, and self‐discipline, had a positive impact on university students' perceived learning outcomes and satisfaction in COVID‐19.</description><identifier>ISSN: 0266-4909</identifier><identifier>EISSN: 1365-2729</identifier><identifier>DOI: 10.1111/jcal.12555</identifier><identifier>PMID: 34908643</identifier><language>eng</language><publisher>Chichester, UK: John Wiley & Sons, Inc</publisher><subject>CAI ; College Students ; Colleges & universities ; Computer assisted instruction ; COVID-19 ; Curricula ; determinants of e‐learning ; Distance learning ; Educational Change ; Educational Experience ; Educational objectives ; Educational Quality ; Epidemics ; Foreign Countries ; Higher education institutions ; Instructional Design ; learning outcomes ; Multivariate statistical analysis ; Online Courses ; Online instruction ; Outcomes of Education ; Pandemics ; Peer Relationship ; satisfaction ; Self Control ; self‐discipline ; Special Issue ; State Universities ; Student Attitudes ; Student Satisfaction ; Students ; Teacher Student Relationship ; Teaching Methods ; University students</subject><ispartof>Journal of computer assisted learning, 2021-12, Vol.37 (6), p.1578-1590</ispartof><rights>2021 John Wiley & Sons Ltd</rights><rights>2021 John Wiley & Sons Ltd.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4985-160185f98e9b250d5adc663b6a67d24e655297f33c167aa748d6901b6cc71c213</citedby><cites>FETCH-LOGICAL-c4985-160185f98e9b250d5adc663b6a67d24e655297f33c167aa748d6901b6cc71c213</cites><orcidid>0000-0003-1639-3948 ; 0000-0003-2683-5260</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjcal.12555$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fjcal.12555$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>230,314,776,780,881,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1318888$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/34908643$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Su, Chien‐Yuan</creatorcontrib><creatorcontrib>Guo, Yuqing</creatorcontrib><title>Factors impacting university students' online learning experiences during the COVID‐19 epidemic</title><title>Journal of computer assisted learning</title><addtitle>J Comput Assist Learn</addtitle><description>Due to the COVID‐19 epidemic crisis, students from higher education institutions around the world are forced to participate in comprehensive online curriculums. In such a scenario, it is worth investigating how students perceived their learning outcomes and satisfaction based on this method of teaching and learning online. This study aims to explore the role of six factors, namely, system quality, course design, learner‐learner interaction, learner‐instructor interaction, learner‐content interaction, and self‐discipline, on university students' perceived learning outcomes and their effect on student satisfaction with online curricula during the COVID‐19 epidemic. A structural equation modelling technique was used to assess survey questionnaires obtained from 457 validated students at a Public University in China. The results demonstrated that these determinants had a positive effect on satisfaction and learning outcomes, whereas learner‐instructor interaction had no significant effect. Furthermore, the strongest determinant that affected not only students' satisfaction but also their learning outcomes was the learner‐content interaction.
Lay Description
What is already known about this topic?
Online teaching can support students' learning in COVID‐19 epidemic.
Various determining factors affect students' learning outcomes and satisfaction towards online learning.
What this paper adds?
This study investigates six determinants on students' learning outcomes and satisfaction towards online learning.
Learner‐content interaction yielded a stronger effect on university students' learning outcomes and satisfaction.
Learner‐instructor interaction has no significant effect.
Implications for practice and/or policy
System quality, course design, learner‐learner interaction, learner‐content interaction, and self‐discipline, had a positive impact on university students' perceived learning outcomes and satisfaction in COVID‐19.</description><subject>CAI</subject><subject>College Students</subject><subject>Colleges & universities</subject><subject>Computer assisted instruction</subject><subject>COVID-19</subject><subject>Curricula</subject><subject>determinants of e‐learning</subject><subject>Distance learning</subject><subject>Educational Change</subject><subject>Educational Experience</subject><subject>Educational objectives</subject><subject>Educational Quality</subject><subject>Epidemics</subject><subject>Foreign Countries</subject><subject>Higher education institutions</subject><subject>Instructional Design</subject><subject>learning outcomes</subject><subject>Multivariate statistical analysis</subject><subject>Online Courses</subject><subject>Online instruction</subject><subject>Outcomes of Education</subject><subject>Pandemics</subject><subject>Peer Relationship</subject><subject>satisfaction</subject><subject>Self Control</subject><subject>self‐discipline</subject><subject>Special Issue</subject><subject>State Universities</subject><subject>Student Attitudes</subject><subject>Student Satisfaction</subject><subject>Students</subject><subject>Teacher Student Relationship</subject><subject>Teaching Methods</subject><subject>University students</subject><issn>0266-4909</issn><issn>1365-2729</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNp9kc9u1DAQxi0Eokvhwh0UiQMVUorHjp34goSWtrSq1AtwtbzObOtV4qR2Utgbj8Az9knqNGUFHJiLrfl-mn8fIS-BHkKK9xtrmkNgQohHZAFcipyVTD0mC8qkzAtF1R55FuOGUloqWT0lezwlK1nwBTHHxg5diJlr-_Rz_jIbvbvBEN2wzeIw1uiH-DbrfOM8Zg2a4CcIf_QYHHqLMavHMKWGK8yWF99OP93-_AUqw97V2Dr7nDxZmybii4d3n3w9Pvqy_JyfX5ycLj-e57ZQlchBUqjEWlWoVkzQWpjaSslX0siyZgVKIZgq15xbkKUxZVHVUlFYSWtLsAz4Pvkw1-3HVYu1TXMH0-g-uNaEre6M038r3l3py-5GV1KCgDIVOHgoELrrEeOgWxctNo3x2I1RMwm0AM7phL75B910Y_BpvXuKsoLyiXo3UzZ0MQZc74YBqifn9OScvncuwa__HH-H_rYqAa9mIN3d7uSjM-BQpUg6zPp31-D2P630Wbr63PQOO_2uBg</recordid><startdate>202112</startdate><enddate>202112</enddate><creator>Su, Chien‐Yuan</creator><creator>Guo, Yuqing</creator><general>John Wiley & Sons, Inc</general><general>Wiley</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7SC</scope><scope>8FD</scope><scope>JQ2</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0003-1639-3948</orcidid><orcidid>https://orcid.org/0000-0003-2683-5260</orcidid></search><sort><creationdate>202112</creationdate><title>Factors impacting university students' online learning experiences during the COVID‐19 epidemic</title><author>Su, Chien‐Yuan ; Guo, Yuqing</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4985-160185f98e9b250d5adc663b6a67d24e655297f33c167aa748d6901b6cc71c213</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>CAI</topic><topic>College Students</topic><topic>Colleges & universities</topic><topic>Computer assisted instruction</topic><topic>COVID-19</topic><topic>Curricula</topic><topic>determinants of e‐learning</topic><topic>Distance learning</topic><topic>Educational Change</topic><topic>Educational Experience</topic><topic>Educational objectives</topic><topic>Educational Quality</topic><topic>Epidemics</topic><topic>Foreign Countries</topic><topic>Higher education institutions</topic><topic>Instructional Design</topic><topic>learning outcomes</topic><topic>Multivariate statistical analysis</topic><topic>Online Courses</topic><topic>Online instruction</topic><topic>Outcomes of Education</topic><topic>Pandemics</topic><topic>Peer Relationship</topic><topic>satisfaction</topic><topic>Self Control</topic><topic>self‐discipline</topic><topic>Special Issue</topic><topic>State Universities</topic><topic>Student Attitudes</topic><topic>Student Satisfaction</topic><topic>Students</topic><topic>Teacher Student Relationship</topic><topic>Teaching Methods</topic><topic>University students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Su, Chien‐Yuan</creatorcontrib><creatorcontrib>Guo, Yuqing</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Computer and Information Systems Abstracts</collection><collection>Technology Research Database</collection><collection>ProQuest Computer Science Collection</collection><collection>Advanced Technologies Database with Aerospace</collection><collection>Computer and Information Systems Abstracts Academic</collection><collection>Computer and Information Systems Abstracts Professional</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Journal of computer assisted learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Su, Chien‐Yuan</au><au>Guo, Yuqing</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1318888</ericid><atitle>Factors impacting university students' online learning experiences during the COVID‐19 epidemic</atitle><jtitle>Journal of computer assisted learning</jtitle><addtitle>J Comput Assist Learn</addtitle><date>2021-12</date><risdate>2021</risdate><volume>37</volume><issue>6</issue><spage>1578</spage><epage>1590</epage><pages>1578-1590</pages><issn>0266-4909</issn><eissn>1365-2729</eissn><abstract>Due to the COVID‐19 epidemic crisis, students from higher education institutions around the world are forced to participate in comprehensive online curriculums. In such a scenario, it is worth investigating how students perceived their learning outcomes and satisfaction based on this method of teaching and learning online. This study aims to explore the role of six factors, namely, system quality, course design, learner‐learner interaction, learner‐instructor interaction, learner‐content interaction, and self‐discipline, on university students' perceived learning outcomes and their effect on student satisfaction with online curricula during the COVID‐19 epidemic. A structural equation modelling technique was used to assess survey questionnaires obtained from 457 validated students at a Public University in China. The results demonstrated that these determinants had a positive effect on satisfaction and learning outcomes, whereas learner‐instructor interaction had no significant effect. Furthermore, the strongest determinant that affected not only students' satisfaction but also their learning outcomes was the learner‐content interaction.
Lay Description
What is already known about this topic?
Online teaching can support students' learning in COVID‐19 epidemic.
Various determining factors affect students' learning outcomes and satisfaction towards online learning.
What this paper adds?
This study investigates six determinants on students' learning outcomes and satisfaction towards online learning.
Learner‐content interaction yielded a stronger effect on university students' learning outcomes and satisfaction.
Learner‐instructor interaction has no significant effect.
Implications for practice and/or policy
System quality, course design, learner‐learner interaction, learner‐content interaction, and self‐discipline, had a positive impact on university students' perceived learning outcomes and satisfaction in COVID‐19.</abstract><cop>Chichester, UK</cop><pub>John Wiley & Sons, Inc</pub><pmid>34908643</pmid><doi>10.1111/jcal.12555</doi><tpages>13</tpages><orcidid>https://orcid.org/0000-0003-1639-3948</orcidid><orcidid>https://orcid.org/0000-0003-2683-5260</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0266-4909 |
| ispartof | Journal of computer assisted learning, 2021-12, Vol.37 (6), p.1578-1590 |
| issn | 0266-4909 1365-2729 |
| language | eng |
| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_8661517 |
| source | Wiley Online Library Journals Frontfile Complete |
| subjects | CAI College Students Colleges & universities Computer assisted instruction COVID-19 Curricula determinants of e‐learning Distance learning Educational Change Educational Experience Educational objectives Educational Quality Epidemics Foreign Countries Higher education institutions Instructional Design learning outcomes Multivariate statistical analysis Online Courses Online instruction Outcomes of Education Pandemics Peer Relationship satisfaction Self Control self‐discipline Special Issue State Universities Student Attitudes Student Satisfaction Students Teacher Student Relationship Teaching Methods University students |
| title | Factors impacting university students' online learning experiences during the COVID‐19 epidemic |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-30T16%3A21%3A51IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_pubme&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Factors%20impacting%20university%20students'%20online%20learning%20experiences%20during%20the%20COVID%E2%80%9019%20epidemic&rft.jtitle=Journal%20of%20computer%20assisted%20learning&rft.au=Su,%20Chien%E2%80%90Yuan&rft.date=2021-12&rft.volume=37&rft.issue=6&rft.spage=1578&rft.epage=1590&rft.pages=1578-1590&rft.issn=0266-4909&rft.eissn=1365-2729&rft_id=info:doi/10.1111/jcal.12555&rft_dat=%3Cproquest_pubme%3E2610413307%3C/proquest_pubme%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2610024037&rft_id=info:pmid/34908643&rft_ericid=EJ1318888&rfr_iscdi=true |