Predictors of Students’ Satisfaction in Online Learning

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dc.contributor.authorGachigi, Priscilla Njoki
dc.contributor.authorNgunu, Susan
dc.contributor.authorOkoth, Emily
dc.contributor.authorAlulu, Lily
dc.date.accessioned2023-10-11T12:00:36Z
dc.date.available2023-10-11T12:00:36Z
dc.date.issued2023
dc.descriptionArticleen_US
dc.description.abstractThe entire globe is recovering from the Covid-19 pandemic. The pandemic resulted in the closure of all learning institutions across the world leading to an emphasis of e- learning in order to keep the students engaged and to mediate the effects of the pandemic on the education sector. This brought considerable changes in the pedagogy of teaching and learning as conventional face-to-face classes were converted to online learning. This paradigm shift saw significant changes in education with the use of e-learning where learning took place remotely or through the use of various digital online platforms like zoom, Google meet, Microsoft teams among others. This type of learning has benefits like added flexibility, better time management, improved virtual communication etc. This shift could also have impacted on the students learning. The aim of this study is to interrogate the predictors of students’ satisfaction in online learning. The study was guided by the following objectives; to determine the relationship between course delivery and student’s satisfaction, to establish the relationship between modes of assessments and students’ satisfaction, to assess the relationship between sense of belongingness and students’ satisfaction and to evaluate the technological quality and students’ satisfaction. The study was grounded on the constructivism theory of learning. The study adopted a correlational study design. The target population were university students but the sample was specifically drawn from 2 private universities. The study sample was 400 students (200 males and 200 females). Data was collected using an online questionnaire. The data was analyzed quantitatively using both descriptive and inferential statistics. Presentations were done through graphs, tables and frequency distributions. The results indicated a statistically significant relationship (F = 72.618, Sig. < 0.05) between course delivery, modes of assessments, sense of belongingness and technological quality and student satisfaction in higher education.en_US
dc.identifier.citationGachigi, P. N., Ngunu, S., Okoth, E., & Alulu, L. (2023). Predictors of Students' Satisfaction in Online Learning. International Journal of Research and Innovation in Social Science, 7(8), 1657-1669.en_US
dc.identifier.urihttps://dx.doi.org/10.47772/IJRISS.2023.7929
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/27026
dc.language.isoenen_US
dc.publisherIJRISSen_US
dc.subjectStudent satisfactionen_US
dc.subjectOnline learningen_US
dc.subjectcourse deliveryen_US
dc.subjectmodes of assessmenten_US
dc.subjectsense of belongingnessen_US
dc.subjecttechnological qualityen_US
dc.titlePredictors of Students’ Satisfaction in Online Learningen_US
dc.typeArticleen_US
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