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ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 9 - 2024 |
doi: 10.3389/feduc.2024.1445885
This article is part of the Research Topic Educational Transformation: 21st century skills and challenges for higher education View all 17 articles
Enhancing Engineering Students' Satisfaction with Online Learning
Provisionally accepted- Qatar University, Doha, Qatar
Recently, the learning experience has changed significantly, such as with the use of advanced technology and online lectures to tackle challenges like pandemics. The online learning environment affects students' experiences and depends on various factors, especially for those in fields like engineering, where hands-on classes are crucial for successful learning. This study aims to explore the key factors that affect engineering students' satisfaction with online learning. Based on these factors, we developed a framework to improve students' satisfaction with online learning through a structured survey of students who experienced both in-person learning before the pandemic and online learning during the pandemic. The survey was distributed to 263 students in various engineering disciplines and academic levels to ensure valid results across different groups. Using factor analysis, the results reveal that interactions, services, and technology are the main factors that positively influence online learning. In addition, a multiple linear regression analysis showed that students' satisfaction with online learning depends significantly on the availability and quality of online learning services, assessment and interaction tools, and technology. This study highlights important factors that enhance engineering students' satisfaction with online learning and offers strategies for educators to improve online learning environments, emphasizing the importance of quality services, assessment, and interaction tools.
Keywords: Online learning experience, factor analysis, multiple linear regression, User Experience, learning quality, Engineering Education
Received: 08 Jun 2024; Accepted: 30 Aug 2024.
Copyright: © 2024 Ayari, Al-Khatib, Alkhatib, Talhami, Hafez and Choe. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Mohamed Arselene Ayari, Qatar University, Doha, Qatar
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