Factors Influencing Online Learning Satisfaction

Factors Influencing the Satisfaction of Second Language Learners of Chinese in Online Courses

The study aims to investigate the relationship among the key factors affecting second language learners' satisfaction with online Chinese courses and their willingness to continue utilizing them by constructing a Model of Chinese Learners' Satisfaction in Online Courses. Additionally, the influence of participants' individual differences was also explored. A total of 203 second language learners of Chinese participated in the questionnaire survey, with 5 learners further participating in interviews. Learner expectations, learner perceived quality, and learner perceived value were identified as important factors influencing learner satisfaction and willingness to continue using the online course. The results of the questionnaire survey showed that (1) learner individual differences, such as age, Chinese proficiency, weekly study duration, and offline Chinese course experience, significantly influence learner satisfaction. (2) Learner expectations have a significant positive impact on perceived quality, while perceived quality positively affects perceived value. (3) Learner satisfaction significantly influences the willingness to continue using online courses. (4) The results of the interview revealed that most learners still prefer traditional offline courses, indicating that online teaching has several shortcomings and deficiencies. Overall, this study provides some scientific and reasonable decision-making references for improving online teaching methods, aiming to enhance learner satisfaction and promote the development of online education.

The effect of COVID-19 on the academic performance of Zayed University students in the United Arab Emirates

Purpose

The outbreak of the coronavirus (COVID-19) pandemic led to significant changes across various sectors, including the field of education. In response to the pandemic, educational institutions worldwide, including Zayed University in the United Arab Emirates (UAE), transitioned to online learning. This study aimed to investigate the impact of COVID-19 on the academic performance of students in the UAE and their satisfaction with remote learning, while also examining gender differences in these variables.

Methods

This study used a quantitative research design in which a questionnaire was used to collect data. The study employed a snowball sampling method to recruit a total of 1,780 male and female students aged 18 and above from Zayed University in the UAE. The collected data were analyzed using appropriate statistical techniques.

Results

This study revealed that students at Zayed University maintained a good level of academic performance (M = 3.34, SD = 0.76) during the COVID-19 pandemic and were satisfied with online learning (M = 3.48, SD = 0.84) during the COVID-19 pandemic. A significant positive correlation was observed between students' academic performance and their level of satisfaction with online teaching during the COVID-19 pandemic (p < 0.001). Furthermore, no significant differences were found between gender and both academic performance and level of satisfaction with online learning. Finally, we found that more males leaned toward online learning while more females leaned toward face-to-face learning.

Conclusion

This study contributes to understanding the impact of COVID-19 on students' academic performance and satisfaction with remote learning in the UAE context. The findings highlight the significance of student satisfaction for successful online learning and emphasize the need for adequate resources and the maintenance of education quality.

Emotion Regulation and Psychological Capital of Chinese University Students during the COVID-19 Pandemic: The Serial Mediation Effect of Learning Satisfaction and Learning Engagement

The mediating mechanism between the emotion regulation and psychological capital of university students is currently unclear. This study analyzed the serial mediation of learning satisfaction and learning engagement on the relationship between the emotion regulation and psychological capital of university students during the coronavirus disease 2019 (COVID-19) pandemic. A total of 328 undergraduates and postgraduates from universities in different regions of China were surveyed through an online questionnaire. The tools used in the study were the emotion regulation questionnaire, university student learning satisfaction questionnaire, learning engagement questionnaire, and psychological capital questionnaire. The analysis revealed both direct and indirect mediation effects. It was found that emotion regulation can positively predict psychological capital. Further, learning satisfaction and learning engagement can act as mediating variables between emotion regulation and psychological capital, respectively. Learning satisfaction and learning engagement can also have a serial mediation effect between emotion regulation and psychological capital. The results show that learning support should be strengthened to improve the learning satisfaction and learning engagement of students and, consequently, enhance their psychological capital.