Satisfaction des étudiants universitaires et engagement comportemental pendant l'enseignement à distance d'urgence
DOI :
https://doi.org/10.21432/cjlt28242Mots-clés :
Satisfaction d'apprentissage en ligne , Enseignement à distance d'urgence , Engagement comportemental, Réussite académiqueRésumé
Cette étude visait à examiner la satisfaction des étudiants en matière d'apprentissage en ligne dans le contexte de l'enseignement à distance d'urgence. La recherche a été menée dans un plan de triangulation simultanée à partir de la méthode mixte. Les données quantitatives de l'étude ont été collectées auprès de 2,663 étudiants étudiant dans différentes facultés/écoles d'une université d'État en Turquie au cours du semestre d'automne de l'année universitaire 2020-2021. Des données qualitatives ont été collectées auprès de 494 étudiants qui ont exprimé leur opinion à travers des réponses en texte libre. Les participants sont des étudiants qui ont participé volontairement selon la méthode d'échantillonnage pratique. L'échelle de satisfaction électronique a été utilisée pour déterminer la satisfaction des étudiants en matière d'apprentissage en ligne. Le nombre de connexions au système de gestion de l'apprentissage (LMS), de connexions aux cours en direct et de vues de cours enregistrées des étudiants sont des indicateurs d'engagement comportemental. Selon les résultats, les étudiants ont un niveau de satisfaction modéré. Il existe une différence significative entre les réalisations académiques et l'engagement comportemental des étudiants avec les niveaux de satisfaction. Les étudiants ont fréquemment mentionné ces thèmes: désir de retourner à l'éducation en face à face, l'utilité du LMS, l'évaluation inadéquate, l'inefficacité de l'apprentissage en ligne, les problèmes techniques, les défis du processus et les instructeurs insuffisants. Cette étude recommande aux enseignants, aux autorités éducatives et aux décideurs politiques de prendre en compte la satisfaction des étudiants en ligne pour une transformation numérique réussie dans l'enseignement supérieur.
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© Necati Taşkın, Bülent Kandemir, Kerem Erzurumlu 2023
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Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.
