Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy
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Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy Yousra Banoor Rajabalee 1,2
& Mohammad
Issack Santally 1,2
Received: 7 August 2020 / Accepted: 26 October 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract There has been debates related to online and blended learning from a perspective of learner experiences in terms of student satisfaction, engagement and performances. In this paper, we analyze student feedback and report the findings of a study of the relationships between student satisfaction and their engagement in an online course with their overall performances. The module was offered online to 844 university students in the first year across different disciplines, namely Engineering, Science, Humanities, Management and Agriculture. It was assessed mainly through continuous assessments and was designed using a learning-by-doing pedagogical approach. The focus was on the acquisition of new skills and competencies, and their application in authentic mini projects throughout the module. Student feedback was coded and analyzed for 665 students both from a quantitative and qualitative perspective. The association between satisfaction and engagement was significant and positively correlated. Furthermore, there was a weak but positive significant correlation between satisfaction and engagement with their overall performances. Students were generally satisfied with the learning design philosophy, irrespective of their performance levels. Students, however, reported issues related to lack of tutor support and experiencing technical difficulties across groups. The findings raise implications for institutional elearning policy making to improve student experiences. The factors that are important relate to the object of such policies, learning design models, student support and counseling, and learning analytics. Keywords Student satisfaction in online courses . Online student engagement . Activity-
based learning designs . E-learning, education technology
* Yousra Banoor Rajabalee [email protected]
1
Mauritius Institute of Education, Moka, Mauritius
2
University of Mauritius Reduit, Moka, Mauritius
Education and Information Technologies
1 Introduction The world is going through tough times with the Covid-19 pandemic. Inevitably, there has been severe impacts on education systems around the globe. Schools and universities were closed, and millions of kids, adolescents and young adults have been out of schools and universities. Nichols (2003) pointed out that the Internet could be seen as (i) another delivery medium, (ii) as a medium to add value to the existing educational transaction or, (iii) as a way to transform the teaching and learning process. The research and discourse surrounding quality of online learning provisions, student engagement and satisfaction has been ongoing by both proponents and opponents of online learning (Biner et al. 1994; Rienties et al. 2018). With the abrupt shift and upta
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