University Students' Interaction, Internet Self-Efficacy, Self-Regulation and Satisfaction with Online Education during Pandemic Crises of COVID-19 (SARS-CoV-2)

Autor/inn/en	Hamdan, Khaldoun Mohammad; Al-Bashaireh, Ahmad M.; Zahran, Zainab; Al-Daghestani, Amal; AL-Habashneh, Samira; Shaheen, Abeer M.
Titel	University Students' Interaction, Internet Self-Efficacy, Self-Regulation and Satisfaction with Online Education during Pandemic Crises of COVID-19 (SARS-CoV-2)
Quelle	In: International Journal of Educational Management, 35 (2021) 3, S.713-725 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hamdan, Khaldoun Mohammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-11-2020-0513
Schlagwörter	Undergraduate Students; Student Satisfaction; Student Characteristics; Private Colleges; Public Colleges; Marital Status; Predictor Variables; Interaction; Teacher Student Relationship; Peer Relationship; Internet; Self Efficacy; Self Management; Electronic Learning; Online Courses; COVID-19; Pandemics; Developing Nations; Foreign Countries; Jordan + Suchen Sie Ihr Suchwort? Privathochschule; Familienstand; Prädiktor; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Online course; Online-Kurs; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	Purpose: This study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic. Design/methodology/approach: A correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire. Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data. Findings: The mean score of students' satisfaction was low (m = 45.14, SD = 25.62). Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58.53, SD = 24.51), followed by learner-learner interaction (m = 47.50, SD = 22.64). Learner-content interaction had the lowest total mean score (m = 45.80, SD = 24.60). Significant differences in students' satisfaction were identified according to the level of education, university type and marital status. Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses. Originality/value: Online education is not well-established in developing countries. This study contributed to the limited knowledge of university students' preparedness and satisfaction with online education during the early stage of COVID-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01