Undergraduate students' satisfaction with flexible learning in humanities and health during COVID-19: An application of self-determination theory: Undergraduate students' satisfaction with flexible learning...: F. M. M. Hasan et al.
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| Title: | Undergraduate students' satisfaction with flexible learning in humanities and health during COVID-19: An application of self-determination theory: Undergraduate students' satisfaction with flexible learning...: F. M. M. Hasan et al. |
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| Authors: | Hasan, Fatima M. M.1 (AUTHOR) Dr.fatima-Alwahash@bau.edu.jo, Wahsheh, Moayad A.2 (AUTHOR) mamwahsheh@hu.edu.jo, Hassan, Zeinab M.3 (AUTHOR) drzeinab@hu.edu.jo |
| Source: | International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft. Feb2025, Vol. 71 Issue 1, p81-107. 27p. |
| Subject Terms: | *Student attitudes, *Open learning, *COVID-19 pandemic, *Online education, Self-determination theory, Digital technology |
| Abstract (English): | The COVID-19 pandemic has led to the widespread adoption of flexible learning, which allows students to access educational materials and participate in classes remotely. Self-determination theory, a focus of this article, promotes self-motivation in the digital world of flexible learning. This study aimed to determine the link between undergraduate students' satisfaction with flexible learning and the following variables: (a) student–instructor connection; (b) the technological competency of students and instructors; and (c) the association between students' satisfaction and health and humanities courses. A descriptive correlational research design and binary logistic regression model were used to analyse data from 610 undergraduate students (53% female, 47% male) enrolled in at least one flexible learning course at a university in Jordan in 2020/2021, during the COVID-19 pandemic. The study found that 63.4% of participants were enrolled in three or more flexible learning courses, while 27.2% were enrolled in two or more. However, 52.8% expressed dissatisfaction with these courses. Additionally, the study showed a moderately positive relationship between students' satisfaction and connection to their instructor, as well as a significant positive relationship between student–instructor connection and students' technological competency. Students in humanities courses were more satisfied and did better academically with flexible learning than those in health courses. High technological competency in instructors led to two times greater satisfaction with flexible learning and a positive perception of online education quality. Finally, a significant difference was found between students' attitudes towards flexible learning and their courses in humanities and health. Thus, applying self-determination theory is crucial for designing effective online learning during challenging times. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Satisfaction des étudiants de premier cycle concernant l'apprentissage flexible en sciences humaines et en santé pendant la pandémie de COVID-19 : une mise en pratique de la théorie de l'autodétermination – La pandémie de COVID-19 a conduit à une adoption massive de l'apprentissage flexible qui permet aux étudiants d'accéder à des matériels éducatifs et de suivre les cours à distance. Le présent article est notamment consacré à la théorie de l'autodétermination qui favorise l'automotivation dans l'environnement numérique de l'apprentissage flexible. L'étude avait pour objectif de définir le lien entre la satisfaction des étudiants de premier cycle concernant l'apprentissage flexible à la lumière des variables suivantes : (a) les relations étudiants-enseignants, (b) les compétences technologiques des étudiants et des enseignants, et (c) le rapport entre la satisfaction des étudiants et les cours en sciences humaines et en santé. Pour cela, une méthode de recherche corrélationnelle descriptive et un modèle de régression logistique binaire ont été utilisés afin d'analyser les données de 610 étudiants de premier cycle inscrits à au moins un cours d'apprentissage flexible dans une université en Jordanie pendant l'année universitaire 2020/2021, durant la pandémie. Les résultats indiquent que 63,4 % des participants étaient inscrits à au moins trois cours en apprentissage flexible, tandis que 27,2 % en suivaient deux ou plus. Cependant, 52,8 % des étudiants ont exprimé leur insatisfaction concernant ces cours. En outre, l'étude a révélé un rapport modérément positif entre la satisfaction des étudiants et les relations avec leurs enseignants, de même qu'un lien positif significatif entre les relations étudiants-enseignants et les compétences technologiques des étudiants. Les étudiants en sciences humaines étaient plus satisfaits et obtenaient de meilleurs résultats dans le cadre de l'apprentissage que ceux en santé. Un niveau de compétence technologique élevé chez les enseignants correspondait à un niveau de satisfaction doublement élevé chez les étudiants et à une perception positive de la qualité de l'enseignement en ligne. Enfin, on a constaté une différence significative entre les attitudes des étudiants à l'égard de l'apprentissage flexible et des cours de sciences humaines ou de santé. Utiliser la théorie de l'autodétermination s'avère par conséquent essentiel pour la conception d'un apprentissage en ligne efficace en période de crise. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The COVID-19 pandemic has led to the widespread adoption of flexible learning, which allows students to access educational materials and participate in classes remotely. Self-determination theory, a focus of this article, promotes self-motivation in the digital world of flexible learning. This study aimed to determine the link between undergraduate students' satisfaction with flexible learning and the following variables: (a) student–instructor connection; (b) the technological competency of students and instructors; and (c) the association between students' satisfaction and health and humanities courses. A descriptive correlational research design and binary logistic regression model were used to analyse data from 610 undergraduate students (53% female, 47% male) enrolled in at least one flexible learning course at a university in Jordan in 2020/2021, during the COVID-19 pandemic. The study found that 63.4% of participants were enrolled in three or more flexible learning courses, while 27.2% were enrolled in two or more. However, 52.8% expressed dissatisfaction with these courses. Additionally, the study showed a moderately positive relationship between students' satisfaction and connection to their instructor, as well as a significant positive relationship between student–instructor connection and students' technological competency. Students in humanities courses were more satisfied and did better academically with flexible learning than those in health courses. High technological competency in instructors led to two times greater satisfaction with flexible learning and a positive perception of online education quality. Finally, a significant difference was found between students' attitudes towards flexible learning and their courses in humanities and health. Thus, applying self-determination theory is crucial for designing effective online learning during challenging times. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00208566 |
| DOI: | 10.1007/s11159-024-10091-9 |
