The topic titled “Factors Affecting Satisfaction with Online Learning Environment among Malaysians” was chosen to conduct this research. The objective of this research project is to examine the factors influencing Malaysians' satisfaction with online learning environments.
RESEARCH OVERVIEW …
- Introduction
- Research Background
- Problem Statement
- Research Objectives
- Research Questions
- Hypotheses Development
- Significance of Study
- Research Layout
- Limitation and Delimitation
- Conclusion
To examine the significant difference between gender and age group regarding satisfaction with the online learning environment. This research could provide educational institutions with an overview to further increase student satisfaction in the online learning environment.
LITERATURE REVIEW
- Introduction
- Underlying Theories
- Technology Acceptance Model (TAM)
- McClelland’s Theory of Needs
- Literature Review of the Variables
- Perceived Usefulness
- Course Quality …
- System Quality …
- Instructor
- Satisfaction of Online Learning Environment … 20
- Perceived Usefulness and Satisfaction of Online
- Course Quality and Satisfaction of Online
- System Quality and Satisfaction of Online
- Instructor and Satisfaction of Online Learning
- Gender and Satisfaction of Online Learning
- Age Group and Satisfaction of Online Learning
- Proposed Theoretical / Conceptual Framework …
- Conclusion
Therefore, the underlying constructs of the TAM, perceived usefulness and perceived ease of use, can be used to further explain the satisfaction of the online learning environment. In general, the quality of the course is one of the most essential factors used to measure the success and satisfaction of online learning among students (Piccoli, Ahmad, & Ives, 2001). A good system quality can improve a student's online learning environment in terms of flexibility, functionality and accessibility.
Student satisfaction in the online learning environment is measured based on the quality of the courses taken. Gopal, Singh, and Aggarwal (2021) found that the instructor is one of the important areas used to determine student satisfaction with the online learning environment. Previous researchers have found that gender was an important factor in determining the level of satisfaction in adopting an online learning approach (Yekefallah et al., 2021).
According to Kumar et al. 2021), age is directly associated with the degree of satisfaction in an online learning environment among all other demographic variables. Effective interaction with the teacher can potentially improve the learning experience and thereby increase student satisfaction in an online learning environment.
METHODOLOGY
- Introduction
- Research Design
- Sampling Design
- Target Population
- Sampling Size and Sampling Location
- Sampling Technique
- Data Collection Method …
- Primary Data
- Pilot Test
- Constructs Measurement
- Origin and Modification of Constructs …
- Scale of Measurement
- Data Analysis
- Descriptive Analysis …
- Reliability Test
- Inferential Analysis ….…
- Conclusion
Therefore, this research was adopted as an exploratory research approach to examine the factors that influence Malaysians' satisfaction with online learning environments. However, no specific location is selected for this research if the target respondents have experienced online learning in Malaysia. The questions were adapted from Lake (2020) to examine the relationship between perceived usefulness and satisfaction of an online learning environment.
A total of six questions from Lake (2020) were adopted to investigate the relationship between system quality and satisfaction of the online learning environment. It consists of six questions designed to examine the relationship between the teacher and the satisfaction of the online learning environment. However, in question 3, the original sentence was revised from “The teacher uses blended learning technology appropriately” to “The teacher uses online learning technology appropriately”.
On the other hand, section C includes questions related to the dependent variable of this research study which is the satisfaction of the online learning environment. Therefore, the independent t-test is used to measure whether the satisfaction of the online learning environment differed based on gender.
RESEARCH RESULTS
Introduction
Descriptive Analysis
- Demographic Profile of Respondents ….….…. 50
- Gender
- Age
- Ethnicity
- Education Level …
- Employment Status
- Types of Online Learning Experience
- Frequency of Joining an Online
According to the findings shown in Table 4.1 and Figure 4.1, there are a total of 280 respondents who participated in the survey, with female respondents accounting for 168 (60%) and male respondents accounting for 112 (40%). The total number of targeted respondents in this research is 280, with Chinese ethnicity contributing to it, Chinese made as the majority ethnicity to participate in this survey. The majority of respondents (225 respondents; 80.4%) who participated in this research are bachelor degree holders, followed by 23 respondents (8.2%) who have a Diploma and 15 respondents (5.4%) are postgraduates.
The table and figure above have shown the employment status of respondents, with the majority of respondents being students (216 respondents; 77.1%). According to the results, a total of 280 respondents have experienced an online learning program, of which the majority (248 respondents; 88.6%) have participated in an online course, followed by 152 respondents (54.3%) have participated in a web-based seminar. (Webinar), 122 respondents (43.6%) have experienced online training programs. Furthermore, only a small proportion of the 280 respondents have participated in professional development workshops (36 respondents; 12.9%) and other online learning programs (9 respondents; 3.2%).
Based on the results mentioned above, most of the respondents (112 respondents; 40%) participate in an online learning program regularly up to 5 times or more each month, while 94 of the respondents (33.6%) participate in an online learning program less than once every month, and the remaining 74 of the respondents (26.4%) participate in an online learning program 2 to 4 times every month.
Scale of Measurement
- Reliability Test
Inferential Analysis …
- Pearson Correlation Coefficient Analysis ….… 59
- Multiple Linear Regression Analysis
- Independent T-test
- One-way ANOVA
- Age Group …
As a result, this model has clarified a significant amount of variance in online learning environment satisfaction by combining other constructs such as instructor, perceived usefulness, course quality, and system quality. The coefficient table as shown in table 4.12 contains information for developing a regression equation that describes satisfaction with the online learning environment in terms of perceived usability, course quality, system quality and instructor. This explains that when a single score increases in system quality, the score for satisfaction with online learning environment will increase by 0.304.
It states that the quality of the system is the biggest factor that most affects the satisfaction of online learning environment. In short, online learning environment satisfaction is significantly influenced by perceived usability, course quality, system quality, and instructor. The p-value for H5 is 0.264 (p > 0.05), indicating an insignificant difference and the relationship between gender and satisfaction of online learning environment was not supported at 95% confidence level (reject H5).
Thus, the significant level as determined by one-way ANOVA represents that there was no statistically significant difference between the age group and satisfaction of online learning environment. The p-value for H6 is 0.122 (p > 0.05), indicating an insignificant difference and the relationship between age group and satisfaction of online learning environment was not supported at 95% confidence level (reject H6).
Conclusion
Introduction
Summarization and Discussions on Major Findings
- Perceived Usefulness
- Course Quality
- System Quality
- Instructor
- Gender …
- Age Group …
Based on the results above, it shows a positive correlation between perceived usefulness and satisfaction with online learning environment. Therefore, the results indicated that course quality has a positive relationship with satisfaction with online learning environment. System quality is the most important factor affecting satisfaction with online learning in this research, according to the results.
Instructor is the most common variable used by many scholars to examine online learning satisfaction among learners. Based on the findings above, it was concluded that there is no significant difference between gender and satisfaction of online learning environment. Therefore, a conclusion was drawn to explain that gender may not determine the satisfaction of online learning environment.
However, the findings of this study show that there is no statistically significant difference in online learning environment satisfaction based on age group. It was further supported by Nikou and Maslov (2021) who argued that age groups do not influence the satisfaction of the online learning environment.
Implications of the Study …
It is common to see that online courses consist of learners with a variety of age groups, making the online learning environment evolve and become more diverse in terms of age. With more and more individuals beginning to engage in the online learning environment, age has been found to be directly associated with the level of satisfaction in an online learning environment (Kumar et al., 2021). A study indicated that a high quality system can attract learners to increase their use of the online learning system (Koh & Kan, 2020).
Other than that, the outcomes of this research further highlighted that instructor has a significant impact on the satisfaction of online learning environment. It was a challenging task for them at the initial stage of implementing online learning across educational institutions and organizations due to a lack of knowledge in the specific approach. The satisfaction of learners remains the top priority in an online learning environment, because the higher the satisfaction a learner experiences, the greater the productivity and motivation to engage in the online courses.
In fact, these students found that the online learning environment is the primary cause of their major mental health problems and lack of enthusiasm to learn. Furthermore, the government should provide proper technical skills training for both instructors and learners, especially those who are new to the online learning environment.
Limitations of the Study
By receiving responses from similar social backgrounds, it may affect the accuracy of the research results. Furthermore, the fact that survey questions are only available in English may create limitations for some other respondents. The respondents who do not use English frequently may find it difficult to answer the survey questions despite English being the second language in Malaysia.
Recommendations for Future Research
This research used convenience and snowball sampling of non-probability sampling techniques to target the respondents due to the inability to target a diverse group of respondents due to the COVID-19 outbreak in Malaysia. By using probability sampling technique, it allows researchers to draw a sample from the large population using a random sampling technique which could provide accurate and reliable statistical conclusions about the population of interest. The researcher could target a wider range of respondents in a population by using a random sampling technique, which further increases the significant contribution to represent the population as a whole.
In addition, it is suggested that the researcher of the future can carry out research that examines student satisfaction in a blended learning system. A blended learning system refers to the learning approach that incorporates both online and offline methods into the learning process (Medina, 2018). That said, several Malaysian educational institutions have started implementing blended learning that allows students to attend the lecture class virtually and attend the practical and tutorial class in person.
There are only a smaller number of researchers who have conducted research focusing on the blended learning environment, especially in the Malaysian context. Therefore, future researchers can make their move to conduct a study related to the blended learning system in Malaysia in order to help educational institutions to improve its teaching approach.
Conclusion
Determinants of students' perceived learning outcomes and satisfaction with online learning during the COVID-19 pandemic. Social interaction and the effectiveness of online learning - A moderating role of maintaining social distance during the COVID-19 pandemic. Students' Online Learning Challenges During the Pandemic and How They Cope With Them: The Case of the Philippines.
Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Technology adoption model of online learning management systems in higher education: a meta-analytic structural equation model. Feedback experience of online learning during the COVID-19 pandemic: voices of pre-service English teachers.
The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. This section seeks your opinion on the factors that influence the satisfaction of online learning environment.
