Aldhahi Monira I, Alqahtani Abdulfattah S, Baattaiah Baian A, Al-Mohammed Huda I
Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, Kingdom of Saudi Arabia 11671.
Department of Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, P.O. Box 10219, Riyadh, Kingdom of Saudi Arabia 11433.
Educ Inf Technol (Dordr). 2022;27(1):1323-1340. doi: 10.1007/s10639-021-10644-7. Epub 2021 Jul 13.
The overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal-Wallis H test and a chi-square test were used to compare the student's satisfaction based on the educational variables. Spearman's correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R = 0.59, = .004). The study concluded that students' satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study's findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students' satisfaction.
本研究的总体目标是评估学生的学习满意度，并确定在紧急过渡到远程学习期间，在线学习自我效能感是否与在线学习满意度相关。这项横断面研究涉及向22所沙特阿拉伯大学发放调查问卷。本研究使用的调查问卷包括一份在线学习自我效能感（OLSE）问卷和一份电子学习（e-learning）满意度问卷。共有1226名受访者自愿参与并完成了调查。医学领域的学生有289名（占23.6%）。使用Kruskal-Wallis H检验和卡方检验，根据教育变量比较学生的满意度。进行Spearman相关性分析和多元线性回归分析，以评估自我效能感与满意度之间的关联。研究结果显示，满意度程度介于高度满意和不满意之间。大多数学生（51%）表示高度满意，599名学生（49%）报告称对电子学习的满意度较低。对满意度得分低和高的组进行比较，发现OLSE存在显著差异。高度满意与OLSE领域（时间管理、技术和学习）呈正相关。OLSE回归分析模型显著预测了满意度。结果表明，该模型在对学生的教育水平和平均绩点进行校正后，显著预测了电子学习满意度（F = 8.04，R = 0.59，P = 0.004）。研究得出结论，学生对电子学习体验的满意度受电子学习自我效能感的影响。该研究结果具有实际意义，并指出需要提高远程学习、时间管理和技术自我效能感，以提高学生的满意度。
