Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , , , , , , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.12/9619 |
Resumo: | The COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors and may also vary between countries. As such, this cross-sectional study sought to investigate how engagement of university students, a major driver of online learning, was influenced by course content, online interaction, student acceptance, and satisfaction with online learning, as well as self-efficacy across nine countries (China, India, Iran, Italy, Malaysia, Portugal, Serbia, Turkey, and the United Arab Emirates) during the COVID-19 pandemic. Using a questionnaire-based approach, data collected from 6,489 university students showed that student engagement was strongly linked to perception of the quality of the course content and online interactions (p < .001). The current study also indicated that online interactions are a major determinant of academic efficacy but only if mediated by engagement within the online learning context. A negative correlation between student engagement and satisfaction with online learning was found, demonstrating the importance of students being engaged behaviorally, emotionally, and cognitively to feel satisfied with learning. Academic efficacy and student satisfaction were explained by course content, online interaction, and online learning acceptance, being mediated by student engagement. Student satisfaction and, to a lesser degree academic efficacy, were also associated with online learning acceptance. Overall, the structural equation model was a good fit for the data collected from all nine countries (CFI = .947, TLI = .943; RMSEA = .068; SRMR = .048), despite differences in the percentage variations explained by each factor (no invariance), likely due to differences in levels of technology use, learning management systems, and the preparedness of teachers to migrate to full online instruction. Despite limitations, the results of this study highlight the most important factors affecting online learning, providing insight into potential approaches for improving student experiences in online learning environments. |
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Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country studyThe COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors and may also vary between countries. As such, this cross-sectional study sought to investigate how engagement of university students, a major driver of online learning, was influenced by course content, online interaction, student acceptance, and satisfaction with online learning, as well as self-efficacy across nine countries (China, India, Iran, Italy, Malaysia, Portugal, Serbia, Turkey, and the United Arab Emirates) during the COVID-19 pandemic. Using a questionnaire-based approach, data collected from 6,489 university students showed that student engagement was strongly linked to perception of the quality of the course content and online interactions (p < .001). The current study also indicated that online interactions are a major determinant of academic efficacy but only if mediated by engagement within the online learning context. A negative correlation between student engagement and satisfaction with online learning was found, demonstrating the importance of students being engaged behaviorally, emotionally, and cognitively to feel satisfied with learning. Academic efficacy and student satisfaction were explained by course content, online interaction, and online learning acceptance, being mediated by student engagement. Student satisfaction and, to a lesser degree academic efficacy, were also associated with online learning acceptance. Overall, the structural equation model was a good fit for the data collected from all nine countries (CFI = .947, TLI = .943; RMSEA = .068; SRMR = .048), despite differences in the percentage variations explained by each factor (no invariance), likely due to differences in levels of technology use, learning management systems, and the preparedness of teachers to migrate to full online instruction. Despite limitations, the results of this study highlight the most important factors affecting online learning, providing insight into potential approaches for improving student experiences in online learning environments.Repositório do ISPASharif Nia, HamidMaroco, J. P.She, LongKhoshnavay Fomani, FatemehRahmatpour, PardisStepanovic Ilic, IvanaMohammad Ibrahim, MaryamMuhammad Ibrahim, FatimaNarula, Dr SumitEsposito, GiovannaGorgulu, OzkanNaghavi, NavazPahlevan Sharif, SaeedAllen, Kelly-AnnKaveh, OmolhodaReardon, Jonathan2024-02-27T17:50:35Z20232023-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/9619engSharif Nia, H., Marôco, J., She, L., Khoshnavay Fomani, F., Rahmatpour, P., Stepanovic Ilic, I., Mohammad Ibrahim, M., Muhammad Ibrahim, F., Narula, S., Esposito, G., Gorgulu, O., Naghavi, N., Pahlevan Sharif, S., Allen, K.-A., Kaveh, O., & Reardon, J. (2023). Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study. PLoS ONE, 18(10), 1–20. https://doi.org/10.1371/journal.pone.02853151932620310.1371/journal.pone.0285315info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-03T02:15:40Zoai:repositorio.ispa.pt:10400.12/9619Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:12:20.855676Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study |
title |
Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study |
spellingShingle |
Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study Sharif Nia, Hamid |
title_short |
Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study |
title_full |
Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study |
title_fullStr |
Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study |
title_full_unstemmed |
Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study |
title_sort |
Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study |
author |
Sharif Nia, Hamid |
author_facet |
Sharif Nia, Hamid Maroco, J. P. She, Long Khoshnavay Fomani, Fatemeh Rahmatpour, Pardis Stepanovic Ilic, Ivana Mohammad Ibrahim, Maryam Muhammad Ibrahim, Fatima Narula, Dr Sumit Esposito, Giovanna Gorgulu, Ozkan Naghavi, Navaz Pahlevan Sharif, Saeed Allen, Kelly-Ann Kaveh, Omolhoda Reardon, Jonathan |
author_role |
author |
author2 |
Maroco, J. P. She, Long Khoshnavay Fomani, Fatemeh Rahmatpour, Pardis Stepanovic Ilic, Ivana Mohammad Ibrahim, Maryam Muhammad Ibrahim, Fatima Narula, Dr Sumit Esposito, Giovanna Gorgulu, Ozkan Naghavi, Navaz Pahlevan Sharif, Saeed Allen, Kelly-Ann Kaveh, Omolhoda Reardon, Jonathan |
author2_role |
author author author author author author author author author author author author author author author |
dc.contributor.none.fl_str_mv |
Repositório do ISPA |
dc.contributor.author.fl_str_mv |
Sharif Nia, Hamid Maroco, J. P. She, Long Khoshnavay Fomani, Fatemeh Rahmatpour, Pardis Stepanovic Ilic, Ivana Mohammad Ibrahim, Maryam Muhammad Ibrahim, Fatima Narula, Dr Sumit Esposito, Giovanna Gorgulu, Ozkan Naghavi, Navaz Pahlevan Sharif, Saeed Allen, Kelly-Ann Kaveh, Omolhoda Reardon, Jonathan |
description |
The COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors and may also vary between countries. As such, this cross-sectional study sought to investigate how engagement of university students, a major driver of online learning, was influenced by course content, online interaction, student acceptance, and satisfaction with online learning, as well as self-efficacy across nine countries (China, India, Iran, Italy, Malaysia, Portugal, Serbia, Turkey, and the United Arab Emirates) during the COVID-19 pandemic. Using a questionnaire-based approach, data collected from 6,489 university students showed that student engagement was strongly linked to perception of the quality of the course content and online interactions (p < .001). The current study also indicated that online interactions are a major determinant of academic efficacy but only if mediated by engagement within the online learning context. A negative correlation between student engagement and satisfaction with online learning was found, demonstrating the importance of students being engaged behaviorally, emotionally, and cognitively to feel satisfied with learning. Academic efficacy and student satisfaction were explained by course content, online interaction, and online learning acceptance, being mediated by student engagement. Student satisfaction and, to a lesser degree academic efficacy, were also associated with online learning acceptance. Overall, the structural equation model was a good fit for the data collected from all nine countries (CFI = .947, TLI = .943; RMSEA = .068; SRMR = .048), despite differences in the percentage variations explained by each factor (no invariance), likely due to differences in levels of technology use, learning management systems, and the preparedness of teachers to migrate to full online instruction. Despite limitations, the results of this study highlight the most important factors affecting online learning, providing insight into potential approaches for improving student experiences in online learning environments. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023 2023-01-01T00:00:00Z 2024-02-27T17:50:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.12/9619 |
url |
http://hdl.handle.net/10400.12/9619 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Sharif Nia, H., Marôco, J., She, L., Khoshnavay Fomani, F., Rahmatpour, P., Stepanovic Ilic, I., Mohammad Ibrahim, M., Muhammad Ibrahim, F., Narula, S., Esposito, G., Gorgulu, O., Naghavi, N., Pahlevan Sharif, S., Allen, K.-A., Kaveh, O., & Reardon, J. (2023). Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study. PLoS ONE, 18(10), 1–20. https://doi.org/10.1371/journal.pone.0285315 19326203 10.1371/journal.pone.0285315 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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