Journal Review for The Main Journal
Students' Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic.
Briefly, this journal tells about the process of identifying the determinants of students' motivation as they go through the e-learning method after the pandemic breakout. There are a few suspected determinants and hypothesis made, thus all of it will be analyse to see the relation between the determinants and the student perceived learning and satisfaction.
Below is the journal's research framework, items of variables and theory review that can be found.
Figure 1. Conceptual Framework. Baber (2020). Journal of Education and e-Learning Research.
List of Variables
Independent Variables
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Interaction
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Student Motivation
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Course Structure
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Instructor Facilitation/Knowledge
Mediating Variable
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Student Perceived Learning
Dependent Variable
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Student Satisfaction
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Theory Review
Online learning is a digital education system in which, unlike traditional learning, there are no physical peer learners and there is freedom of time and space. E-learning, on the other hand, makes learning more flexible and offers an alternative for those who are unable to attend traditional learning for any reason. According to Bates (2005), with the advancement of technology and the Internet, e-learning has established itself as a viable academic option. Bernard, Borokhovski, Schmid, Tamim, and Abrami (2014) stated in online learning, “students do much better than at traditional learning, and this can be seen through the increasing rates of course completion, student’s satisfaction, and their motivation levels in order to acquire more knowledge from online learning”.
Based on the journal, the interaction was found to be the most important factor in student satisfaction as well as student learning outcomes in the research (Moore, 2002). It was stated that student and instructor interactions were found to be very important predictors of student perceived learning and satisfaction; however, learner-learner interaction was not found to be as important (Alqurashi, 2019). Next, it was mentioned that motivation is a fundamental method of keeping students satisfied in an online learning environment and that motivated students are more successful. A person's motivation is an internal force that drives them to act or advance toward a goal (Harmon-Jones & Price, 2013). According to Gray and DiLoreto (2016), it stated that “graduate students are often more self-motivated, therefore online learning doesn’t affect their learning outcome and need for interaction with peers online”.
The course structure refers to the relevance of the topics and their organization in such a way that they are rational and accessible to a student, resulting in better learning outcomes and, consequently, enhanced student satisfaction in the course. The detail of the course will give a push to increase the outcomes of learning and eventually help to upgrade the satisfaction of students in the course. Eom, Wen, and Ashill (2006) stated that “course structure significantly influencing student satisfaction, which is similar to the findings” of Gray and DiLoreto (2016). Furthermore, the effectiveness of instructor-led facilitation and knowledge is a key determinant of online learning efficiency. In an online class, the instructor should facilitate discussion not only between the learner and the instructor, but also between the learners (Jones, 2016). According to Eom et al. (2006), it stated that “instructor knowledge and facilitation significantly influenced student satisfaction, however, was insignificant in determining the learning outcome”.
Students' perceived learning and satisfaction, when combined, will provide a clearer image of online learning performance (Gray & DiLoreto, 2016). Satisfied students are a direct key to a successful learning process, and student perceived learning outcome is an excellent predictor of student satisfaction in online learning (Mark, Sibley & Arbaugh, 2005). According to Ikhsan, Saraswati, Muchardie, and Susilo (2019) found that “perceived learning outcomes contributed to student satisfaction and positively influenced it in the online environment”.