Students Satisfaction with Online Higher Education during the COVID-19 Pandemic

The digital educational environment is not new in the modern world, but in the context of the COVID-19 pandemic, the transition to online learning has become necessary and fast. This offered the possibility to study various characteristics of objects and subjects in the digital educational environme...

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Main Authors: Jasmina Arsenijević (Author), Alla Belousova (Author), Yulia Tushnova (Author)
Format: Book
Published: MDPI AG, 2023-03-01T00:00:00Z.
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001 doaj_9f8dbff450d34b45b64bd1dfd2cbed61
042 |a dc 
100 1 0 |a Jasmina Arsenijević  |e author 
700 1 0 |a Alla Belousova  |e author 
700 1 0 |a Yulia Tushnova  |e author 
245 0 0 |a Students Satisfaction with Online Higher Education during the COVID-19 Pandemic 
260 |b MDPI AG,   |c 2023-03-01T00:00:00Z. 
500 |a 10.3390/educsci13040364 
500 |a 2227-7102 
520 |a The digital educational environment is not new in the modern world, but in the context of the COVID-19 pandemic, the transition to online learning has become necessary and fast. This offered the possibility to study various characteristics of objects and subjects in the digital educational environment. During the pandemic, universities worldwide were forced to switch to online learning, creating a global educational experiment with results to be comprehended and theoretically reflected upon. The significance of this scientific reflection is important for understanding the characteristics and factors that influence student satisfaction with online learning, as well as for anticipating possible ways to improve its effectiveness. This research aimed to study the characteristics of satisfaction with online learning during the COVID-19 pandemic in connection with the elements of the Community of Inquiry (CoI) online learning model. The study involved 808 students (M = 22.5, SD = 2.4 (53.3% men)) from 6 countries (Serbia-30.8%, Bosnia and Herzegovina-8.5%, Croatia-8.9%, Romania-21.8%, Russia-25.2%, Slovenija-4.7%). A total of 808 students responded to a questionnaire measuring the levels of cognitive, social, and teaching presence in distance learning. Satisfaction with online learning has been shown to positively correlate with cognitive, social and teaching presence, and overall CoI presence. The results of the Kruskal-Wallis test showed that satisfaction with online learning does not differ among students with different levels of academic performance; however, the subjective assessment of the element of social presence "Tools and platforms for online learning allow students to work with each other" is significantly higher among students with low academic performance. Satisfaction with online learning and the elements of the CoI model is different in study groups with varying degrees of online learning presence, as well as different in students whose training included different elements of online learning. The conclusions obtained in this study will make it possible to organize the digital educational environment more effectively by managing the elements of the CoI model. 
546 |a EN 
690 |a digital educational environment 
690 |a satisfaction with learning using digital technologies 
690 |a Community of Inquiry (CoI) online learning model 
690 |a Education 
690 |a L 
655 7 |a article  |2 local 
786 0 |n Education Sciences, Vol 13, Iss 4, p 364 (2023) 
787 0 |n https://www.mdpi.com/2227-7102/13/4/364 
787 0 |n https://doaj.org/toc/2227-7102 
856 4 1 |u https://doaj.org/article/9f8dbff450d34b45b64bd1dfd2cbed61  |z Connect to this object online.