University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2)

• Published in: International journal of educational management Vol. 35; no. 3; pp. 713 - 725
• Main Authors: Hamdan, Khaldoun Mohammad, Al-Bashaireh, Ahmad M, Zahran, Zainab, Al-Daghestani, Amal, AL-Habashneh, Samira, Shaheen, Abeer M
• Format: Journal Article
• Language: English
• Published: Bradford Emerald Publishing Limited 20.04.2021; Emerald Group Publishing Limited
• Subjects: Academic Achievement; College students; Colleges & universities; Coronaviruses; Course Content; COVID-19; Developing Nations; Distance learning; Electronic Learning; Foreign Countries; Interaction; Internet; Marital Status; Online Courses; Online instruction; Outcomes of Education; Pandemics; Peer Relationship; Predictor Variables; Private Colleges; Public Colleges; Self Efficacy; Self Management; Self regulation; Severe acute respiratory syndrome coronavirus 2; Student attitudes; Student Characteristics; Student Satisfaction; Teacher Student Relationship; Undergraduate Students; University students; Jordan; United States > US; China; COVID-19; Internet self-efficacy; Students; Interaction; Satisfaction; Online learning; Self-regulation
• ISSN: 0951-354X; 1758-6518
• DOI: 10.1108/IJEM-11-2020-0513

PurposeThis study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic.Design/methodology/approachA correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire. Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data.FindingsThe mean score of students' satisfaction was low (m = 45.14, SD = 25.62). Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58.53, SD = 24.51), followed by learner-learner interaction (m = 47.50, SD = 22.64). Learner-content interaction had the lowest total mean score (m = 45.80, SD = 24.60). Significant differences in students' satisfaction were identified according to the level of education, university type and marital status. Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses.Originality/valueOnline education is not well-established in developing countries. This study contributed to the limited knowledge of university students’ preparedness and satisfaction with online education during the early stage of COVID-19 pandemic.