Literature Review

Reviewing the literature let you see what came before, and what did and did not work for other researchers.

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

• Interaction

• Student Motivation

• Course Structure

• Instructor Facilitation/Knowledge

Mediating Variable

• Student Perceived Learning

Dependent Variable

• Student Satisfaction

Students that are studying at the moment during the pandemic Covid-19 are facing many challenges. This pandemic has affected education entirely, and students in particular, in plenty of ways. As a result of the discussion of studying institutions, teachers and students desperately need to adapt to study online. Education is no exception even though during this pandemic.

• Interaction

According to Alamri and Tyler-Wood, 2017, the interaction for online courses can take place through the use of both synchronous tools and asynchronous tools such as audio channel, e-mail and discussion boards. Ku, Tseng, and Akarasriworn (2013) suggested “in online courses specifically, interaction is an important factor for perceived student learning and motivation”. In online learning, one of the difficulties that we get to know is that students feel far off from their classmates and teachers. However, providing exercises that involve the current issues can help students to apply critical thinking and might as well elevate their engagement with their classmates as they discuss the topics with each other. They have to create new studying environments for students in order to fulfill students' satisfaction in online learning. The teacher also needs to do their education preparation for them to make the correct decisions, choices, and adaptations to meet not only the expectations of students but also the requirements of teacher education as well as the conditions in which both universities and schools had to operate. On the past research, Alqurashi (2019) found that “learner-content and learner-instructor interactions are very important for student perceived learning and satisfaction, however, learner-learner interaction is not such an important predictor”.

It shows that hypothesis 1 which is Interaction in online class does have a positive influence on the student perceived learning outcomes.

• Student Motivation

A person's motivation is an internal force that drives them to act or advance toward a goal (Harmon-Jones & Price, 2013). According to Cole, Feild, and Harris (2004), they defined “student motivation as the power, creativity, and readiness of students to learn and participate in classroom learning”. Based on the past research, 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. In the past research, Bulić and Blažević (2020) recommended an inverse relationship between student motivation and online teaching. Students are more motivated to learn in this surroundings because of the modern teaching methods and online environment. In order to have a positive relationship among the variables, we need to change the environment of our online learning as it influences the students motivation towards studies and keeps the satisfaction in the online class setup. In this research, it help students to be self-motivated and provide with the positive pathway to relationships. According to a case study of adult distance education students conducted by Chyung, Winiecki, and Fenner(1998), the reason for dropouts from online courses is dissatisfaction with the learning environment. In the past research, it was discovered no link between self-determined motivation and student learning outcomes (Chen & Jang, 2010).

Hypothesis 2 shows that student motivation in online class does have a positive influence on the student's perceived learning outcomes.

• Course Structure

Moore (1991) stated that the course structure "expresses the rigidity or flexibility of the program's educational objectives, teaching strategies, and evaluation methods," and "the extent to which an education program can accommodate or be responsive to each learner's individual needs”. The usefulness of the topics and the arrangement of the topics in such a way that it is reasonable and accessible by a student in the course structure will provide a positive learning result and enhance the students satisfaction. In this research we can find out, the more structured and comprehensive the course structure, the more pleased students would be with their course learning. It was discovered that quality courses had the following features; clear and concise goals, well-organized content, a variety of prospects for interpersonal communication, and effective use of technology. The course structure provides development, organization, design, pedagogies and methodologies. This detail will give a push to increase the outcomes of learning and eventually help to upgrade the satisfaction of students in the course. Educators create plans for anticipated lessons and assignments for students to produce good outcomes (Gray & DiLoreto, 2015). In the past research, Eom, Wen, and Ashill (2006) found “course structure significantly influencing student satisfaction”, which is similar to the findings of Gray and DiLoreto (2016). However, Eom et al. (2006) concluded that “there is an insignificant relationship between in course structure and the learning outcome”, which contradicts the findings of Gray and DiLoreto (2016).

Hypothesis 3 shows that course structure in online class does have a positive influence on the student's perceived learning outcomes.

• Instructor Facilitation/Knowledge
  

The effectiveness of instructor-led facilitation and social engagement is a key determinant of online learning efficiency. Instead of using traditional teaching methods, an instructor's role in an online environment is to motivate, mentor, and trigger critical thinking in students while

giving them freedom of choice and responsibility (Huynh, 2005). According to Jones (2016), they stated that “the instructor should facilitate the discussion in an online class not only between learner and instructor, but also between learners”. So, during online courses, teacher presence and a sense of a learning in a group seem to have a positive correlation in which one affects the other's development and opposite. In the research we find out how good the instructor is during an online learning and how their knowledge and facilitation can affect the relationship among the variables. When instructors take part in online discussions by responding quickly, requesting follow-up inquiries, and soliciting student feedback on how to improve the course, their students perceive the teacher's presence to be stronger. The importance of instructor-led facilitation and social presence in online learning is a critical determinant of its effectiveness (Ladyshewsky, 2013).Based on the past research, according to Eom et al. (2006), it was found that “instructor knowledge and facilitation significantly influenced student satisfaction, however was insignificant in determining the learning outcome”.

It shows that hypothesis 4 which is Instructor Facilitation/Knowledge in online class does have a positive influence on the student's perceived learning outcomes.

• Student Perceived Learning and Satisfaction

Students' perceived learning and satisfaction, when combined, will provide a clearer image of online learning performance (Gray & DiLoreto, 2016). It is important to determine factors of students' determination towards online learning thus, this matter leads us to distribute surveys to identify it. Only after that, the results from the survey will be analysed and can be used to foresee the shortcomings of online learning. Then, specific amendments can be made in order to make e-learning better in the future. There is a strong connection between students' overall perceptions of learning and their satisfaction with online learning. In the research we can discover whether the perceived learning outcome is a good element to students satisfaction and will contribute to a positive relationship for the students. According to Marks, Sibley, and Arbaugh (2005), it was stated that “an immediate result of a successful learning experience is a satisfied student, and found that the perceived student learning outcome is a good predictor of student satisfaction in online learning”. It was mentioned that a satisfied student is an instant key to a successful learning experience, and it was discovered that the perceived student learning outcome is a strong predictor of student satisfaction in online education (Marks, Sibley & Arbaugh, 2005). According to the past research, Ikhsan, Saraswati, Muchardie, and Susilo (2019) found that “perceived learning outcomes contributed to student satisfaction and positively influence it in the online environment”.

Hypothesis 5 shows that perceived learning outcomes do have a positive influence on student satisfaction.