Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study

Detalhes bibliográficos
Autor(a) principal: Sharif Nia, Hamid
Data de Publicação: 2023
Outros Autores: 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
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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spelling 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
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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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