Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

Monira I Aldhahi; Abdulfattah S Alqahtani; Baian A Baattaiah; Huda I Al-Mohammed

doi:10.1007/s10639-021-10644-7

Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

Educ Inf Technol (Dordr). 2022;27(1):1323-1340. doi: 10.1007/s10639-021-10644-7. Epub 2021 Jul 13.

Authors

Monira I Aldhahi¹, Abdulfattah S Alqahtani², Baian A Baattaiah³, Huda I Al-Mohammed⁴

Affiliations

¹ Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, Kingdom of Saudi Arabia 11671.
² Department of Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, P.O. Box 10219, Riyadh, Kingdom of Saudi Arabia 11433.
³ Department of Physical Therapy, Faculty of Medical Rehabilitation Sciences, King Abdulaziz University, P.O. Box 80200, Jeddah, Kingdom of Saudi Arabia 21589.
⁴ Department of Radiological Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, Kingdom of Saudi Arabia 11671.

Abstract

The overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal-Wallis H test and a chi-square test were used to compare the student's satisfaction based on the educational variables. Spearman's correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R² = 0.59, p = .004). The study concluded that students' satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study's findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students' satisfaction.

Keywords: COVID-19 pandemic; Education; Remote learning; Self-efficacy; Students’ satisfaction; Technology.