Investigating Factors of Transitioned-Online Courses on Satisfaction and Learning Effectiveness in Higher Education during the Era of the COVID-19

Abstract

Purpose – This study explored factors of online education that affect student dissatisfaction and learning effectiveness in higher education during the COVID-19 pandemic.

Research design, data, and methodology – This study combined qualitative and quantitative designs. The qualitative part of this study involved in-depth interviews using a criteria-based purposive sampling technique. The quantitative part of this study consisted of an online survey.

Results – The qualitative results revealed that students faced significant problems related to online learning, including a lack of learning environment, interaction, and support from the school. The quantitative results indicated that the effects of transitioned-online courses on student dissatisfaction were higher with student support, the interaction between students and instructors, online learning environment, and course organization and evaluation based on the order, while the effects on learning effectiveness were higher with the online learning environment, interaction between students and instructors, course organization and evaluation, and student support based on the order.

Conclusion – The results implied that online learning in the era of the COVID 19 pandemic negatively affects student satisfaction and learning effectiveness. Policymakers and school leaders should improve students’ satisfaction and learning effectiveness when confronted with the pandemic. Better policies should be adopted to improve better way of teaching in the era of COVID19.