Do course evaluation systems have an influence on e-learning student satisfaction?

The purpose of this study was to examine whether there are significant relationships between the general satisfaction of students and learner-content interaction, learner-instructor interaction, learner-learner interaction, and learner-technology interaction in 100% online courses. There were 310 responses from the students. This study did not use data from duplicate students and instructors. Excel was used to find duplicate students and instructors; therefore, 128 responses were deleted. After examination of box plots, an additional four cases were removed because they were outliers on seven or more variables. Nineteen responses were deleted because they did not answer all questions of interest, resulting in a total sample of 159 students. Multiple regression analysis was used to examine the relationship between the four independent variables and the dependent variable. In addition to tests for statistical significance, practical significance was evaluated with the multiple R2 , which reported the common variance between independent variables and dependent variable. The two variables of learner-content and learner-instructor interaction play a significant role in predicting online satisfaction. Minimally, the variable learner-technology can predict online satisfaction and is an important construct that must be considered when offering online courses. Results of this study provide help in establishing a valid and reliable survey instrument and in developing an online best learning environment, as well as recommendations for institutions offering online learning or considering the development of online learning courses.

In this study, regression analysis was used to examine the relationship between the availability of laboratory facilities and student satisfaction in the Mechanical Engineering Education program at UPR. The basic assumptions of the regression model were met, which included normality of residual distribution, homoscedasticity, and no autocorrelation. The test results showed that there was no heteroscedasticity and autocorrelation in this regression model, and the residual values had a normal distribution. In regression analysis, it is important to evaluate the significance of independent variables on the dependent variable. The test results showed that the predictor variable (availability of laboratory facilities) had a significant effect on the dependent variable (student satisfaction). An increase in laboratory facilities availability would contribute to a 1.162 increase in student satisfaction. The R-Square value of 0.637 or 63.7% indicates that 63.7% of the variation in student satisfaction can be explained by the availability of laboratory facilities, and the remaining is influenced by other variables not included in the model. This shows that the availability of laboratory facilities has a significant effect on student satisfaction. In conclusion, this study shows that the availability of laboratory facilities has a significant positive effect on student satisfaction in the Mechanical Engineering Education program at UPR. These findings can be used as input for the university to improve the availability of laboratory facilities to provide a better learning experience for students.

Problem. The most recent data from the U.S. Department of Educational Statistics estimate that part-time faculty now comprises almost half of the faculty labor force; many believe this statistic has been gravely underestimated. Powerful unions like the American Association of University Professors (AAUP) and the American Association of Colleges and Universities (AACU) believe that universities are relying too heavily on part-time faculty members and that this over-reliance threatens the quality of higher education today. The debate surrounding the use of part-time faculty seems to focus on issues of instructor confidence, loyalty, and student satisfaction. Many question whether a part-time faculty member can deliver quality instruction and contribute to the community of learners as well as their full-time tenured counterparts. This dissertation explores whether peer mentoring is an effective means to increase confidence, loyalty to the organization, and student satisfaction scores among part-time faculty members. Method. An ex post facto research design was used to explore the quality of a previous peer-mentoring experience and its relationship to several dependent variables. The sample was comprised of the eligible 600 part-time faculty who taught in the School of Business at a large, private, Christian, mid-western university. Data were collected using an online survey instrument, comprised of four subscales. After the data were collected, descriptive statistics were generated and a Pearson r was calculated and correlational matrixes generated to initially determine what, if any, significant relationships existed between the independent and dependent variables. Linear regression models were generated to answer the research hypotheses. Results. One of the study’s major findings was the significant relationship that exists between mentoring and instructor confidence. Independent variables, such as age and gender, did not significantly affect these results. However, part-time faculty who taught for other universities tended to score higher in the measure of instructor confidence than those with experience teaching only for the University. While the fidelity or the quality of the mentoring program was not significantly related to instructor confidence, it was significantly related to institutional loyalty. This finding was independent of the type of mentor and the other demographic variables, including teaching at other universities. This was a surprising find, particularly in light of the way teaching at multiple institutions is portrayed negatively in the literature. Finally, the research asked whether part-time faculty members who received mentoring have students with higher means on end-of-course survey forms, which are used to measure student satisfaction. The data analysis revealed that no significant relationship exists between mentoring and student satisfaction scores. The research design and response rate (25%) limit the ability to generalize from these findings. Conclusions. The research re-affirmed that mentoring is an effective management strategy. Part-time faculty members who receive mentoring tended to score significantly higher on measures of instructor confidence. The quality of the peer-mentoring experience did not appear to be as important as the fact that mentoring, in some form or another, occurred. In addition, teaching at other universities did not negatively influence the significant relationship between mentoring, instructor confidence, and institutional loyalty. Secondly, the quality or fidelity of the mentoring program seems to be important as it relates to institutional loyalty. While any type of mentoring could result in increased confidence, if the goal of the University is to develop a sense of institutional loyalty, then developing a quality mentoring program and fostering quality mentoring relationships would seem to be important. This study found no significant relationship between a faculty member’s self-reported perception of a peer-mentoring experience and the level of student satisfaction. That no relationship was found in the course of this study does not mean that a relationship does not exist. It could be that the instrument used to measure student satisfaction was not valid or that the “halo effect” influenced the student ratings. Finally, I developed subscales created to measure instructor confidence and the fidelity of the mentoring program, which have the potential to aid further research and administrators in the development of both professional development activities and organizational mentoring programs. Further research can use alternative strategies for improving the estimates of reliability and validity of these two instruments.

Objective To explore the application of direct observation of procedural skills (DOPS) in anesthesia-related effects skills teaching. Methods Anesthesia students in the Department of Anesthesiology, Clinical Medical College, Yangzhou University between June 2013 and June 2015, received an anesthesia-related DOPS examination at the mid-internship and pre-delivery. Through the DOPS assessment results, the analysis of teachers' and students' satisfaction degree on the evaluation results, the teaching effect of DOPS was evaluated. At the same time, the students were surveyed to find out the satisfaction degree of DOPS. SPSS 18.0 was applied to processing the date. Measurement data were expressed as mean plus or minus standard deviation, and t test was used in the comparison between groups. Results Interim assessment indicators for each individual average of more than four points, the individual departmental rotation examination scores were higher than the overall average score interim assessment results. Compared with interim assessment, satisfaction of teachers has made great progress in the end of assessment [(8.46±0.32) vs. (8.14± 0.60)], satisfaction of students was [(8.57±0.59) vs. (8.20±0.45)], satisfaction of the students was higher than the teachers [(8.57 ± 0.59) vs. (8.46 ± 0.32)], and the differences were statistically significant. Conclusion DOPS as an effective anesthesia-related skill of teaching and assessment method, can improve the level of anesthesia anesthesia-related skills of college students. Key words: Direct observation of procedural skills; Anesthesiology; Skills; Assessment method

Background: The low quality of graduates will have an impact on various problems such as graduates not being able to continue their education to a higher level, not being accepted into the world of work or being accepted to work but not excelling, and graduates are not productive. Purpose: To determine the relationship between lecturer leadership, academic service quality, and administrative service quality with student satisfaction at STIKES Buleleng Bali. Methods: The type of observational analytical research with cross sectional. independent variables: lecturer leadership, quality of academic services, and quality of administrative services, dependent variables: student satisfaction. the population of all STIKES Buleleng students, random sampling cluster of 241 people. Questionnaire data collection techniques, spearman correlation test and multivariate test: logistic regression. Results: The results of the statistical test showed a relationship between lecturer leadership and student satisfaction which showed a figure of 0.000 (p<0.005), there was a relationship between academic services and student satisfaction of 0.00 (p<0.05) there was a significant relationship between administrative services and student satisfaction, which was 0.00 (p<0.05). In the multivariate test, there was a strong relationship between lecturer leadership variables and academic services with student satisfaction, while administrative services did not. Conclusion: Lecturer leadership and academic services with satisfaction, while administrative services have no effect, suggesting the need for the concept of Total Quality Management (TQM) for STIKES Buleleng, especially administrative services.

The low levels of readiness for e-learning, followed by the low satisfaction levels experienced by university students during the COVID-19 pandemic, is a crucial yet confounding issue. Many reports relate the lack of technological competence and motivation to this problem. This study examined aspects of technological competence and motivation as antecedent factors that affect student user and e-learning readiness. In addition, the study also tested the determination of the role of e-learning readiness as a mediator of the indirect influence of technological competence and motivation on student satisfaction. The study involved 1228 university students from the province of Yogyakarta, Indonesia. Data collection was assisted by using a closed questionnaire with a five-point Likert scale tested for validity and reliability. Structural Equation Modeling was used to analyze the data through path analysis and bootstrap methods. This study showed that technological competence and motivation significantly affected e-learning readiness and user satisfaction. Furthermore, e-learning readiness was seen to act as a significant mediator in the indirect effect of technological competence and motivation on student satisfaction. Therefore, these results strengthen the theory that shaping student satisfaction in e-learning requires mature e-learning readiness. In forming this readiness, technological competence and balanced motivation are needed.

This study investigates the impact of hybrid learning and digital literacy on student satisfaction within Islamic Religious Education. As educational institutions increasingly adopt digital technologies, understanding their influence on student satisfaction is essential. A quantitative approach was employed using regression analysis to examine the relationship between hybrid learning, digital literacy, and their combined effects on student satisfaction. The study population consisted of 242 active students in the Islamic Education program at STIT Bustanul Ulum Anak Tuha, Lampung Tengah. A purposive sampling method was applied, selecting 65 students from the main campus based on specific criteria, including ownership of electronic devices and active enrollment. The findings demonstrate that flexibility and accessibility in hybrid learning, coupled with students' digital literacy, significantly enhance their overall satisfaction. Hybrid learning provides adaptive and personalized educational experiences, while digital literacy fosters comfort and engagement with online platforms. These factors collectively contribute to improved student satisfaction and learning outcomes. The results emphasize the need for universities to invest in robust digital infrastructure and provide targeted training programs to optimize hybrid learning environments. The implications of these findings extend beyond Islamic Religious Education, offering insights for other educational institutions aiming to enhance teaching strategies in the digital era. By prioritizing hybrid learning strategies and promoting digital literacy, universities can elevate student satisfaction and academic achievement, creating effective and adaptable learning environments for the future.

In today’s modern era research is the key to do anything new or to make improvements in the existing system or business. It is important for a researcher to write down articles about the various subject matters that would help people in understanding new things and adding value to the existing knowledge about the subject matter. Most of the teachers use different types of teaching styles with the intent of making learning more effective and increasing the satisfaction level of students. On the basis of the feedback provided by students, they assess the teaching style that is most effective and that satisfies the needs of the students. Recent studies have showed that student satisfaction is measured by looking at factors like the behavior of teachers, the environment of study and many other factors. So we have assessed the effect of teaching style on student satisfaction through the mediating role of teacher’s behavior and qualification. This article focuses on the methods used by teachers, their behavior and delivery style. On the basis of the results and analysis it can concluded that both teachers’ qualification and their behavior has its direct impact on student satisfaction. The conclusion that was drawn from the results was that the mediating role of teacher qualification and behavior mediates the relationship between independent and dependent variables.

This study evaluated online and traditional learning for effectiveness and student satisfaction. 500 university students evaluated both learning methods. Data was quantified. Age, gender, and major were collected for diversity. Two questionnaires assessed student satisfaction and performance with online learning platforms and traditional classrooms. Likert-scale items rated satisfaction and efficacy. Online and traditional classrooms had interesting variances in student enjoyment and efficacy. Students liked online learning. Most students said online and traditional classrooms were beneficial. Online learning platforms were better at facilitating self-paced learning, tailored instruction, and a wide selection of learning materials. The findings can help educators and policymakers create and implement online learning platforms. The study also emphasizes the importance of student preferences and needs when constructing instructional tactics and the potential benefits of blended learning approaches that combine both learning modalities.

PurposeOn the basis of the justice, attachment, social support, self-determination theories, this research paper examines the impact of the student–instructor relationship construct on the customer-centric measures of overall student satisfaction, and perceived value for money and their impact of the behavioral intentions as an endogenous construct. We considered universities as providers of complex services focusing on students' service quality and students as the customers of the higher education institutions.Design/methodology/approachA survey instrument was used to collect data among undergraduate and graduate business students in a medium-sized Canadian university (N = 178). Partial least squares structural equation modeling was used to analyze the strength, significance, and effect sizes of the relationships between the key constructs.FindingsThe results indicate that the student–instructor relationship is significantly related to student satisfaction and value for money perceptions. Also, the student satisfaction and behavioral intentions, value for money and student satisfaction, and value for money and behavioral intentions relationship were significant.Originality/valueThe perceived quality of student–instructor relationship and its relationship to customer-centric measures like satisfaction, value for money and behavioral intentions has received relatively little attention in previous research and was discovered to be an important contributor to the perceived student satisfaction and value for money. The importance of the student–instructor relationship is further emphasized indirectly via the perceived value for money construct to student satisfaction.

The COVID-19 pandemic that has hit the whole world impacted all sectors, including the education sector. The learning process cannot be done face-to-face but virtually. E-learning is a form of online learning process that is highly dependent on information technology. In addition, it is necessary to consider the suitability of technology with the task so that the technology can support the implementation of user tasks. This study integrates the Unified Theory of Acceptance and Use Technology (UTAUT) and Task-Technology Fit (TTF) models to analyze student satisfaction through e-learning processes. This research used 157 samples of respondents from Budi Luhur University Jakarta. The collecting data using a questionnaire distributed via a Google form. Data analysis using Partial Least Square (SEM-PLS) approach with WarpPLS 6.0. software. These results showed that task characteristics had a significant effect on TTF. Technological features have significant effects on TTF. TTF has significant effects on performance expectations. Performance expectations and business expectations affect user satisfaction, but the condition of the facility does not significantly affect user satisfaction. Although, TTF and information quality have a significant effect on user satisfaction. Higher education managers need to pay attention to the factors driving student satisfaction in the use of e-learning, namely the suitability of the function and usability of e-learning, ease of use of e-learning, and the availability of organized information in e-learning. In addition, it is necessary to pay attention to the knowledge resources possessed by students to be able, to support the e-learning-based learning process.

This study aims to analyze the satisfaction of MPI students to the academic services of FTK UIN Sulthan Thaha Saifuddin Jambi. Research using quantitative approach method with non experiment type survey method. Variables used include independent variables, namely student satisfaction levels, and dependent variables that are academic services. Data is collected through observations, documentation, and questionnaires. The results of the study found the results of calculations with product moment correlation techniques obtained rhitung 0.673 greater when compared to apostates at a significant level of 5% = 0.138 and a significant level of 1% = 0.181. So the Zero Hypothesis is rejected, meaning there is student satisfaction with academic services. While the alternative hypothesis is accepted, there is no student satisfaction with the academic services of the faculty of tarbiyah and teaching.

A new case study method of assessment was developed to challenge advanced undergraduate biology majors interested in medical careers and allied health professions. This method is an alternative to traditional “unknown” identifications used in many microbiology laboratories. Students used various biochemical tests and selective media throughout the course to identify organisms cultured from their own bodies. In preparing a final assessment for the course, an assignment was developed to challenge the students to apply what they had learned in a medically relevant setting. Also of importance was the elimination of further biochemical testing by these students and prevention of contact with strict pathogens in this lab, due to budget and safety constraints, respectively. Each student was provided with a clinical specimen data record sheet and additional information about their “diseased patient”. Students used analytical skills and critical thinking, as well as knowledge gained throughout the semester, to logically deduce the causative agent of disease in the mock patients. Students were required to: (i) describe the steps in this logical deduction, (ii) provide a brief overview of the characteristics and virulence factors of the organism(s), (iii) investigate all disease(s) caused by the organism, (iv) describe symptomology of the patient in detail, and (v) investigate disease treatment and prevention methods. The final assignment involved library and Internet research and culminated in a written report, which further developed writing and communication skills. Detailed descriptions of and materials for this assignment are provided along with an overall evaluation of this method after implementation.

Robust evidence supports student‐centered learning, particularly in science courses. In a “flipped” classroom model, “traditional lecture” material is often presented online for students to review in preparation for class sessions. Specifically, videos of a slide set with narration are common. Providing the bulk of the content outside of formal class time creates increased opportunities for student‐centered and active learning during class sessions. While the flipped approach can improve student learning, little data exists regarding the extent to which students engage with online video materials, and whether this engagement corresponds to success in the course. To test the hypothesis that students who watched a greater percentage of video lectures scored higher on chapter quizzes, unit exams, final exam, and in the course, a 300‐level, majors‐only, human physiology course was examined. Three sections, over two academic semesters yielded data for 83 students. All recorded lectures were accessed by students via the online learning management system (Isidore, custom Sakai platform). Most chapters in the course (17/20) utilized a video provider (Warpwire) that provides the percentage of a given video watched by each student during user‐specified time frames. However three chapters utilized YouTube and thus were excluded from data collection. For each chapter, students were assigned to watch the online lecture video(s), read the related textbook chapter, and take an online, open‐book quiz, prior to coming to class. Multiple chapters were assessed via unit exams (n=5) and students also completed a cumulative final exam at the end of the semester. The percentage of each lecture video watched was recorded at three distinct time intervals: pre‐quiz, pre‐exam, and pre‐final. Correspondingly, scores on chapter quizzes, unit exams, and the final exam were also obtained. For some chapters (4/17), there were multiple videos for which viewing percentage was averaged. Average length of recorded videos was 19:30 ± 7:25 (mm:ss; mean ± s.d; range: 8:15–33:20). Overall, the percentage watched at the assigned time (prior to chapter quiz and covering content in class session) was 57.5 ± 31.0%. The percentage watched was significantly increased prior to unit exams (73.6 ± 27.4%; p<0.001) and there was a small, but statistically significant increase prior to the final exam (74.4 ± 27.7%; p=0.012). When the average percentage watched for each unit was compared to the score on the unit exams, there was a modest, but significant correlation (R2=0.16, p<0.001). When the average percentage watched over all chapters, at any point in the semester was compared to the score on the final exam, there was a similar relationship (R2=0.19, p<0.001) that was unchanged if course grade vs final exam grade was the dependent variable. While watching the provided lecture videos is not requisite for success on unit and final exams or in the course, there is evidence to suggest that increased viewing is associated with increased performance in the course. Therefore, instructors should continue to encourage students to watch online lecture videos but must also be aware that some students may be able to successfully acquire the content in other ways (i.e. through textbook alone).

Most US institutions of higher education do not assess advisor quality. We report a scale development effort informed by the developmental prescriptions of self-determination theory (Deci & Ryan, 1985, 2000). The 15-item Missouri Advisor Quality Survey assesses advisor knowledge, advisor availability, and advisor autonomy supportiveness. Across 3 studies the three factors were distinguishable, and each contributed independently to predicting students’ global satisfaction with their advisor’s performance. Autonomy support was the strongest of the three variables, predicting not only student satisfaction but also the amount of time advisors spend with the student, student cumulative GPA, and student current semester GPA controlling for cumulative GPA.