Adekannbi Janet O, Ipadeola Oyindamola
Department of Data and Information Science, Faculty of Multidisciplinary Studies, University of Ibadan, Ibadan, Nigeria.
SN Soc Sci. 2023;3(3):51. doi: 10.1007/s43545-023-00638-2. Epub 2023 Mar 1.
University of Ibadan, Nigeria's premier university commenced emergency remote teaching (ERT) in February 2021 in other to control the spread of Covid-19. After a full session of learning through this mode, this paper investigated determinants of undergraduate students' satisfaction with the institution's ERT. Proportional-to-size sampling was used in obtaining the sample size of 366, while respondents were selected using convenience sampling. Data collection was through a structured questionnaire and data were collected on the factors-attitude, affect, motivation; perceived behavioural control (accessibility, self-efficacy, ease of use); and cognitive engagement. Findings showed that all the variables except accessibility had significant relationships with students' satisfaction. However, only motivation to learn ( = 0.140, = 0.019) and cognitive engagement ( = 0.154, = 0.005) were significant predictors of students' satisfaction with the ERT. The study emphasized the need for the institution to take steps towards ensuring that online learning is interesting and motivating for students, such that when faced with such abrupt change in learning mode in the future, students are motivated to learn and are willing to invest their mental effort into understanding their academic work, which may ultimately improve their satisfaction with the learning process.
尼日利亚的顶尖大学伊巴丹大学于2021年2月开始实施应急远程教学（ERT），以控制新冠疫情的传播。在通过这种模式进行了一整个学期的学习之后，本文调查了本科生对该机构应急远程教学满意度的决定因素。采用按规模比例抽样确定了366人的样本量，而受访者则通过便利抽样选取。数据收集通过结构化问卷进行，并收集了有关因素——态度、情感、动机；感知行为控制（可及性、自我效能感、易用性）；以及认知参与度的数据。研究结果表明，除可及性外，所有变量均与学生满意度存在显著关系。然而，只有学习动机（β = 0.140，p = 0.019）和认知参与度（β = 0.154，p = 0.005）是学生对应急远程教学满意度的显著预测因素。该研究强调，该机构需要采取措施，确保在线学习对学生来说有趣且有动力，以便在未来面对学习模式的这种突然变化时，学生有动力学习，并愿意投入精力去理解学业，这最终可能会提高他们对学习过程的满意度。
