Evaluation online learning of undergraduate students under lockdown amidst COVID-19 Pandemic: The online learning experience and students’ satisfaction

Mahmoud Maqableh and Mohammad Alia

Children and Youth Services Review, 2021, vol. 128, issue C

Abstract: This study evaluates the impact of shifting from traditional learning to online learning during COVID-19 Pandemic on undergraduate students. It also examines the positive and negative aspects of online learning from students' perspectives. We conducted two online surveys to evaluate online learning, students' satisfaction, and identify the positive and negative aspects of online learning. Data is collected in the first survey from 483 participants directly after the emergency shifting to online learning. The second survey data is collected from 853 after students' experienced online learning for three academic semesters. Both surveys' analysis results show that students had several problems with shifting to online learning during COVID-19 Pandemic such as technological, mental health, time management, and balance between life and education. The results also show that more than a third of the surveyed students are dissatisfied with the online learning experience. Further investigation is conducted to explore and identify the factors behind the students' dissatisfaction from the online learning experience during COVID-19 Pandemic in January 2021 using focus group technique. The analysis results reveal that the most important factors behind the students' dissatisfaction during online learning are a distraction and reduced focus, psychological issues, and management issues. This study proposes various solutions and recommendations to enhance the online learning experience and increase students' satisfaction.

Keywords: Online learning; Higher education; Satisfaction; COVID-19 Pandemic; Coronavirus (search for similar items in EconPapers)
Date: 2021
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Citations: View citations in EconPapers (9)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:128:y:2021:i:c:s019074092100236x

DOI: 10.1016/j.childyouth.2021.106160

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