Students' interactions, satisfaction and perceived progress in an online class: Empirical evidence from Babcock university Nigeria

被引：7

作者：

Ayanbode, Oluyemi Folorunso ^{[1
]}

Fagbe, Abimbola ^{[2
]}

Owolabi, Ruth ^{[2
]}

Oladipo, Sunday ^{[2
]}

Ewulo, Olasunbo Ruth ^{[3
]}

机构：

[1] Neuropsychiat Hosp, Lib Dept, Abeokuta, Nigeria

[2] Babcock Univ, Ilishan Remo, Nigeria

[3] Fed Med Ctr, Idi Aba, Abeokuta, Nigeria

来源：

COGENT EDUCATION | 2022年 / 9卷 / 01期

关键词：

interactions; students' satisfaction; perceived progress; online class; university education; Nigeria; EDUCATION;

D O I：

10.1080/2331186X.2022.2060783

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined the effect of students' interactions on satisfaction and perceived progress in an online class; and the mediating effect of satisfaction on the relationship between students' interactions and perceived progress. A sample survey was conducted among students from Babcock University, Nigeria, as a case study. Quantitative data was collected from 245 students (undergraduate and graduate students who attended exclusively online classes during COVID-19 lockdown) using a questionnaire (online administered). Analysis was done using structural equation modeling. Findings revealed that students' interactions (student-student, student-teacher, and student-content) had positive effects on students' satisfaction and perceived progress in an online class and that satisfaction significantly played a mediating role in the relationship between interactions and perceived progress. Student-teacher interaction had the highest loading on interactions which in turn had a strong positive effect on both students' satisfaction and perceived progress.

引用

页数：21

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