STUDENT SATISFATION WITH ONLINE LEARNING

A
PROJECT REPORT

Submitted to
Panjab University,Chandigarh in the partial fulfilment
Of the requirement for the degree of

MASTER OF COMMERCE
(Session 2019-21)

SUBMITTED BY:
GAGANDEEP
KAUR
M.Com.2nd Semester (Student)
University Roll No.48034

G.H.G. KHALSA COLLEGE GURUSAR SADHAR

LUDHIANA
 DECLARATION

I hereby declare that the Project report entitled “ STUDENT

SATISFACTION WITH ONLINE LEARNING ” submitted to
the G.H.G Khalsa College Gurusar Sadhar, Panjab
University Chandigarh in the partial fulfilment of the
requirement for the award of the degree of MASTER OF
COMMERCE is a record of original dissertation work done by
me, under the guidance and supervision of Prof .Aarti Sharma.
The results embodied in this thesis have not been submitted to
any other University or Institute for the award of any degree or
diploma.

Signature:
Name: Gagandeep Kaur
Roll No.48034
Date:25-07-2020

2
 CERTIFICATE

This is to certify that Ms. Gagandeep kaur of G.H.G Khalsa

College , Gurusar Sudhar has successfully completed the project
work “STUDENT SATISFACTION WITH ONLINE
LEARNING” in the partial fulfillment of requirement of
the completion of Master of Commerce as
prescribed by the
G.H.G Khalsa College , Gurusar Sadhar.

This project report is the record of authentic work carried out

by her during the period from

She has work under my guidance.

Signature:
Name:Aarti Sharma
Date:25-07-2020

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 ACKNOWLEDGEMENT

In the present world of competition there is a race of

existence in which those are having will to come forward
succeed. Project is like a bridge between theoretical and
practical project. First of all, I would like to thank the supreme
power the Almighty God who is obviously the one has always
guided me to work on the right path of life. Without his grace
this project could not become a reality. Next to him are my
parents, whom I am greatly indebted for me brought up with
love and encouragement to this stage. I am feeling oblige in
taking the opportunity to sincerely thanks to Prof. Jaswant
Singh ( Principal of G.H.G Khalsa College, Gurusar Sadhar)
and special thanks to my worthy teacher Mrs. Aarti Sharma.At
last but not the least I am thankful to all my teachers
andFriends who have been always helping and encouraging me
though out the year. I have no valuable words to express my
thanks, but my heart is still full of the favours received from
every person.

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 TABLE OF CONTENT

Declaration 2
Certificate 3
Acknowledgement 4
Table of Content 5-6
CHAPTER-1 INTRODUCTION 7-15
1.1 Purpose of the Report 10
1.2 Features of E-Learning System 11-12
1.3 Advantages of Online Learning 12-14
1.4 Disadvantages of Online Learning 14-15
CHAPTER-2 LITERATURE REVIEW 16-20
CHAPTER-3 THEORITICAL BACKGROUND 21-26
3.1 History of Online Education 21-22
3.2 Types of Learner Experiences 23-24
3.3 Learning Management System (LMS) 25
3.4 Theory of Online Education 26
CHAPTER-4 RESEARCH METHODOLOGY 27-30
4.1 Research Design 27
4.2 Data Collection 28
4.3 Observations 28-29
4.4 Documentation 29-30

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 4.5 Procedures 30
CHAPTER-5 DATA ANALYSIS 31-42
CHAPTER-6 FINDINGS AND DISCUSSIONS 43-47
5.1 Positive Experiences 43-45
5.2 Negative Experiences 45-47
CHAPTER-7 CONCLUSION/RECOMMENDATION 48-50
Appendix 51-54
References 55-56

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CHAPTER-1 INTRODUCTION

Online Learning/E-Learning/Distance Learning : In the 20

years, the internet has grown from being nearly non-existent
into the largest , most accessible database of information ever
created. It has changed the way people communicate, shop,
socialise, do business and think about knowledge and learning.
Much more than that just a new twist on distance learning or
online learning is changing the face of traditional classrooms and
making education more accessible than ever before.

Online learning is education that takes place over internet. It is

often referred to as “e-learning” among other terms. However ,
online learning is just one type of “distance learning” - the
umbrella term for any learning that takes place across distance
and not in a traditional classroom. Distance learning has a long
history and there are several types available today, including:

 Computer Managed Learning (CLM): also known as Computer

Managed Instruction (CMI), computers are used and assess
learning processes.
 Computer Assisted Instruction (CAI): a mean interactive
software for the students or the kind of training software
used by Patrick Suppes Of Stanford University in 1966.
 Synchronous Online Learning : enables groups of students to
participate in alearning activity together at a same time , from
any place in the world.
 Asynchronous Online Learning : enables groups of students
study independently at different times and locations from each
other , without real-time communication taking place.

7
 Collabrative Online Learning : modern type of learning
method , through which multiple students learn as a group.

Some of the examples are as :

1. Zoom Meeting App : Zoom is a video-calling app that is
ideal for large groups because it supports up to 100 users for
free. It is widely used for meetings , online learning , and
university lectures , among other things. The app has immensely
popular as people have been forced to stay indoors due to
Covid-19. The free verison of Zoom allows users to enjoy
unlimited 1-on-1 meetings along with group calls featuring up to
100 participants for 40 minutes.

2. TeamLink App : TeamLink is one of the world most

advanced solutions for video and web conference that enables
anyone to work together with teams and partners from anywhere
at anytime.

8
3. Google Meet : Google Meet is a video conferencing
app. It is the business-oriented version of Google’s
Hangouts platform. The solution enables users to make
video calls with up to 30 users per high-definition video
meeting.

4. Cisco Webex Meetings : It is an American company that

develops and sell web conferencing and video-conferencing
9
applications. Webex Room Systems are modern in-room video-
conferencing solutions that can provide a richer and more
natural meeting experience with a high quality video and audio
suitable for between 2 and 100 participants.

1.1 PURPOSE OF THE REPORT :

The purpose of this study is to examine the student satisfaction
with e-learning and student loyalty in context of e-learning.
More specifically, the current study aims to some few elements
of student satisfaction :
(1) Learner Relevance
(2) Active Learning
(3) Authentic Learning
(4) Learner Autonomy
(5) Technology Competence
(6) An Enriched Learning Environment
(7) Well defined rules of Engagements
(8) Reduced ambiguity
(9) An Engaging Environment
(10) Reduced Ambivalence

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1.2 FEATURES OF E- LEARNING SYSTEM :

(1) COLLABORATION OF VARIOUS LEARNING TOOLS :

Mixed learning apparatuses enable you to oblige diverse
adapting needs and inclinations. You can offer online students up
close and personal guidance combined with online , preparing
assets to improve the advantages. Just as to give self-guided,
web-based, preparing ways for the individuals who incline
towards no concurrent online investigations.
(2) OFFERS VIRTUAL CLASSROOM :
Thanks to the internet , learning doesn’t just have to be
restricted to a physical classroom anymore. An LMS with a
virtual classroom can bring students together , regardless of their
location , to enable education . A virtual classroom has features
such as a whiteboard , two-way writing control , and live class
recording feature. An instructor has the option to run ppts ,
video, share screen , all while being present in the virtual
classroom.
(3) ENABLES ASYNCHRONOUS ( self-paced ) COURSES :
Ideally , the LMS platform should allow the instructor to
upload as much content as required. While asynchronous courses
are file /content heavy storage space to instructors and trainers
to store their files on cloud .
(4) CONNECTIVITY OR NETWORKING :
The students are spread over large distances and not
confined to a classroom with a teacher teaching them as earlier .
This technology (computers and broadband internet ) allows
people spread over large distances to be connected and

11
networked and will have access to both text and visuals
materials . Animation is also entering the educational scene apat
from its omnipresence in the advertisement world .
(5) FLEXIBILITY :
Again because of jobs which students maybe engaged in ,
students have varied hours of learning - late evenings or early
mornings . E-learning can accommodate the needs of such
students . Similarly handicapped or ill students who find it
difficult to attend regular classes would also be able to take
benefit .
(6) MULTI –DEVICE USAGE :
Today’s learners use devices of all sizes and shapes - mobile
phones , tablets , laptops , desktops , and smart TVs to access e-
learning courses . Hence , creating multi-device e-learning .
1.3 ADVANTAGES OF ONLINE-LEARNING :

(1) ONLINE LEARNING IS SELF-PACED :

Students who study online can plan their own time schedule
without having to make personal sacrifices in order to meet the
class attendance requirements of teachers and traditional universi-
ty. The research has demonstrated that self-paced learning leads
to increased student satisfaction and reduced stress, resulting in
improved learning outcomes for everyone involved .
(2) E-LEARNING IS STUDENT CENTERED :
Student-centered learning (SCL) , also referred to as learner-
centered education, is a modern learning method which aims to
put the students in the center of focus, rather than teachers . The

12
reason why I listed it as an advantages of E-Learning is that
student-centered learning goes hand in hand with E-Learning .
(3) E-LEARNING IS COST EFFECTIVE :
Due to simplified logistics and lowered travel costs , among
other factors , learning institutes who utilize E-Learning can
expect to save 50 % to 70% on overall training costs . How ,
exactly ?
Let’s bring some real-life examples.
Wisconsin-Madison University , which saved US$172,000 solely
due to savings in professor’s time . E-Learning reduced the
amount of overall time professors had to spend on learning
sessions , and these time savings led to reduced monetary
spending for the university .
(4) INDIVIDUAL LEARNING STYLES :
E-Learning takes into consideration the differences of
individual learners , and it allows students to participate their
own individual learning styles . All students have different
learning styles and there will never be a one-size-fits-all type of
solution which will match all students at once. That is why
individualistic learning methods are some of the greatest
advantages of E-Learning .
(5) HELPS STUDENTS STAY RELEVANT IN QUICKLY
CHANGING ENVIRONMENTS :
We live in a fast-paced world , and traditional learning is
often an obstacle , due to outdated learning resources . Digital
learning makes it possible to update study materials fast and in
real time . When students are taking an online class , they can be
certain the information received is updated to the current climate

13
whereas in traditional settings , textbooks may still outdated ,
irrelevant content .
1.4 DISADVANTAGES OF ONLINE LEARNING :

(1) E-LEARNING DEPENDS ON TECHNOLOGY A LOT :

While e-learning might look like a learning tool available ,
in reality , it’s not . Not all people have stable internet access
and computers that are powerful enough to support online
streaming , for example.
Some might have all the necessary technologies but struggle
with using it . For example , older students might find it hard to
master all the newest tech gigs .
(2) SOME FIND IT HARD TO MOTIVATE AND
ORGANIZE THEMSELVES :
While some people are good self-organization , some cannot do
this without having a clear deadline on writing a term paper
and the need to report their progress to the teacher .Some can
do so but still feel better working and learning around people
because it motivates them more .
(3) SOME STUDENTS MIGHT FEEL ISOLATED :
For some students college is not only the place where they
can learn – it’s also the place where they come to socialize , to
make new friends , and to learn something more from their
professors .With e-learning , this can be hard to achieve . sure
you’ll still have online chatrooms and you’ll be able to ask
your instructor questions but level of personal connection would
hardly be the same as it would in college .

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(4) ONLINE STUDENT FEEDBACK IS LIMITED :
In traditional classrooms , teachers can give students
immediate face-to-face feedback . Students who are experiencing
problems in the curriculum can resolve them quickly and
directly either during the lecture or during the dedicated office
hours .
E-Learning , on the other hand , still tends to struggle with
student feedback . Students completing regular assignments
become dissatisfied when they experience a lack of personalized
feedback .
(5) CHEATING PREVENTION DURING ONLINE
ASSESSMENTS IS COMPLICATED :
Compared to on-campus students, online students can cheat
on assessments more easily as they take assessments in their
own environment and while using their personal computer .The
students cannot be directly observed during assessments .

15
CHAPTER-2 LITERATURE REVIEW

Despite the enormous growth of e-learning in education and its

perceived benefits, the efficiency of such tools will not be fully
utilized if the users inclined to not accept and use the system .
Therefore, the successful implementation of e-learning tools
depends on whether or not the students are willing to adopt and
accept the technology .
E-Learning can be classed into several types, for instance, online
learning, where learner enrols for the class with no face-to-face
meeting . Online learning is in fact a global learning method
with qualification standard, and learner is not required to
physically attend the class . This type of learning is suitable for
learners with commitments, and yet, they are still interested in
studying .
Another form of e-learning is blended learning . This type of
learning incorporates technology and traditional classroom . This
learning type does not require full face-to-face teaching ,
decreasing the actual time spent in the classroom . As illustration
a course that would require 3 physical lecture sessions weekly
if conducted using traditional method may require only 1 lecture
as the other 2 lecture sessions can be conducted online .
Moravec et al. (2015) showed how e-learning tools impact
students’ achievement . The study was attended by nearly 2000
students . According to Moravec et al. (2015) , the study compares
the results of questions from the area of law where the tool
was provided in a pilot version with the results of questions
where the e-learning tool was not provided . The researchers
found that the e-learning tools have affected the students’
results. Nevertheless , the belief of the e-learning tool may

16
possibly have a negative effect on students who will depend on
given materials was disproved .
The Allen and Seaman (2013) report looked at online education ,
including the growing presence of massive open online courses
(MOOCs), from the students prespective . In their report , the
authors noted that the remaining barriers to widespread
acceptance of online education were lack of faculty and
employer acceptance , lack of student discipline and low retention
rates . Of these , student retention in online programs is
particularly relevant to the discussion of student satisfaction with
their online experience . Reinforcing the instructor’s role in
designing satisfying online curricula , Kransow (2013) posited that
if students were satisfied with their online experiences , they
would be more likely to remain in the program.
Kransow (2013) poses a critical question for instructors working
in the online environment . How can online courses be designed
to maximize student satisfaction as well as student motivation ,
performance and persistence? Drawing on the literature , Kransow
emphasizes the importance of building a sense of community in
the online environment . Yet, building an online community that
fosters student satisfaction involves strategies that go beyond
facilitating interaction with course components . Building
community also requires , among other elements , interaction with
each other, that is, between student and instructor and among
students in the course . Sher (2009) , in his study of the role
such interactions play in student learning in a Web-based
environment , found interaction between student and instructor
and among students to be significant factors in student
satisfaction and learning .
Interaction – between the student and the instructor , among
students , and with courses content and technology – was the

17
focus of Strachota’s (2003) study of student satisfaction with
distance education . In her study , learner-content interaction
ranked first as a determinant of student satisfaction , followed by
learner-instructor and learner- technology interaction . Interaction
between and among students was not found to be significantly
correlated with satisfaction . Bollinger (2004) found three
constructs to be important in measuring student satisfaction with
online learning : interactivity, instructor variables and issuses with
technology .
Palmer and Holt (2009) found that a student’s comfort level
with technology was critical to satisfaction with online learning .
Secondary factors included clarity of expectations and the
student’s self-assessment of how well they were doing in the
online environment . Drennan , Kennedy , and Pisarski (2005) also
found positive perceptions of technology to be one of two key
attributes of student satisfaction . The second was autonomous
and innovative learning styles . Richardon and Swan (2003)
focused on the relationship of social presence in online learning
to satisfaction with the instructor . They found a positive
correlation between student’s perceptions of social presence and
their perceptions of learning and satisfaction . For Sahin (2007) ,
the strongest predictor of student satisfaction was personal
relevance (linkage of course content with personal experience) ,
followed by instructor support , active learning and , lastly ,
authentic learning (real-life problem solving ) .
Kleinman (2005) looked at improving instructional design to
maximize active learning and interaction in online education .
Over a period of ten years, Kleinman studied online communities
of learning , concluding that an online environment which fosters
active , engaged learning and which provides the interactive
support necessary to help students understand what is expected ,
leads to a satisfied learning community . Swan (2001) , too , found
18
that interactivity was essential to designing online courses that
positively affect student satisfaction . Wang (2003) argued that to
truly measure student satisfaction researchers must first assess
the effectiveness of online education .
Online education represents a major shift in how people learn
and in turn , how learners are taught . The argument is made
that, therefore, there is an increasing need to understand what
contributes to student satisfaction with online learning (Sinclaire ,
2011) . Student satisfaction is one of several variables influencing
the success of online learning programs , along with the
institutional factors that Abel (2005) listed in his article on best
practices ( leadership, faculty commitment, student support, and
technology) . Sener and Humbert (2003) maintained that
satisfaction is a vital element in creating a successful online
program .
There have been a number of studies of student satisfaction
with e-learning (Swan, 2001; Shelley, Swartz, & Cole, 2008 , 2007),
fully online as well as with blended learning models (Lim ,
Morris & Kupritz , 2007). There have also been a number of
studies by Arbaugh and associates on the predictors of student
satisfaction with online learning (Arbaugh , 2000; Arbaugh , &
Benbunan-Fich , 2006; Arbaugh , et al., 2009; Arbaugh, & Rau,
2007) . Results from this study both support and expand on
earlier work .
Discussion about the role that MOOCs are destined to play in
higher education (Deneen , 2013; Shirky , 2013) serves to heighten
educators’ interest in providing quality online courses that
maximize student satisfaction . The controversy over granting
credit for MOOC courses ( Huckabee , 2013; Jacobs , 2013;
Kolowich , 2013a; Kolowich , 2013b; Kolowich , 2013c; Lewin,

19
2013; Pappano , 2012) reinforces the relevance of student
satisfaction to successful online education .
This study reports on research into student satisfaction with
online education conducted over three years . The emphasis on
student satisfaction with e-learning and online instruction is
increasingly relevant for curriculum development which in turn
is relevant for student retention . Understanding what makes
online instruction and e-learning satisfactory helps to inform
instructional design .
This study is the extension of previous research on student
satisfaction with online education ( Cole, Shelley, & Swartz,
2013, Swartz, Cole, & Shelley, 2010, Shelley, Swartz, & Cole,
2008, 2007) . Researchers used a multi-item survey instrument to
assess how well student expectations were met in selected
online courses . Graduate and undergraduate students were asked
first whether they were satisfied with their experience with e-
learning .

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CHAPTER-3 THEORITICAL BACKGROUND

Online education , a form of modern distance learning , has

expanded greatly in recent years due to advancing technologies
and the prominence of the internet . Online Learning , involves
courses offered by postsecondary institutions that are 100%
virtual , excluding massively open online courses (MOOCs) .
Online learning ,or virtual classes offered over the internet , is
contrasted with traditional courses taken in a brick-and-mortar
school building . It is the newest development in distance
education that began in the mid-1990s with the spread of the
internet and the World Wide Web . Learner experience is
typically asynchronous , but may also incorporate synchronous
elements . The vast majority of institutions utilize a Learning
Management System for the administration of online courses . As
theories of distance education evolve , digital technologies to
support learning and pedagogy continue to transform as well .
3.1 HISTORY OF ONLINE EDUCATION :
The first correspondence courses began in the 1800s using
parcel post to reach students who couldn’t be on a university
campus . By the early 1900s , communication technologies
improved and distance education took to the radio waves . In
1919 professors at the University of Wisconsin began an
amateur radio station , becoming the first licensed radio station
dedicated to educational broadcasting. Soon after , access to
higher education was again expanded through the invention of
the television ; giving birth to what was known as the telecourse.
The University of Iowa began to experiment with television for
educational purpose in the 1930s . It was not until the 1950s,
when the FCC began to reserve television frequencies for

21
educational purpose , that telecourses caught the attention of the
public . The value of television for education was furthered by
the establishment of the Corporation for Public Broadcasting
(CPB) in 1967 . The CPB mission was “to encourage the growth
and development of public radio and television broadcasting ,
including the use of such media for instructional, educational, and
cultural purposes.”
Online learning emerged in 1982 when the Western Behavioral
Sciences Institute in La Jolla, Califorina opened its School of
Management and Strategic Studies. The School employed
computer conferencing to deliver a distance education program
to business executives . In 1989 the University of Phoenix began
offering education programs through the internet. In 1993 with
the debut of the first internet web browser, created by the
University of Illinois, online learning began to flourish. In 1998,
the first filly online programs were founded : New York
University Online, Western Governor’s University, the California
Virtual University and Trident University International.
In 2000 only 8% of students were enrolled in an online courses
but by 2008 enrollment had increased to 20% . The expansion of
online education has not slowed either ; by the fall of 2013
nearly 30% of all postsecondary students were enrolled in some
kind of distance education courses . Although the data on online
courses and program completion are complex , researchers have
noted high rates of attrition (ranging from 20%-50%) among
students enrolled in online courses compared to those who take
traditional face-to-face courses .
In 2020 , the global coronavirus pandemic promoted many
universities to hastily transition to online learning in lieu of
holding classes in person .

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3.2 TYPES OF LEARNER EXPERIENCES (METHODS OF
DELIVERY OF ONLINE EDUCATION) :
Given the improvements in delivery methods , online learning
environments provide a greater degree of flexibility than
traditional classroom settings. Online platforms can also offer
more diverse representations of student populations as learners
prepare for working in the twenty-first century. The diversity
comes from interacting with students outside of one’s
geographical location , possibly offering a variety of perspectives
on courses content . Courses offered completely online are
primarily delivered in an asynchronous learning or synchronous
learning format .
Asynchronous learning environments are described as online
spaces where work is supported through the use of digital
platforms in such a way that participants are not required to be
online at the same time . Threaded discussions, e-mail, and
telephone calls are options of asynchronous delivery. This gives
meaning to the anytime-anywhere appeal of online learning . A
benefit of asynchronous learning is the learner having more time
to generate content-related responses to the instructor and peers
posting; they have time to find facts to back their written
statements. The additional time provides an opportunity to
increase the learner’s ability to process information. The spelling
and grammar within postings of an asynchronous environment
are like that found in formal academic writing . On the other
hand, one of the main limitations of this delivery method is the
greater potential for a learner for a learner to feel removed
from the learning environment. Asynchronous learning is viewed
as less social in nature and can cause the learner to feel
isolated. Providing the student a feeling of belonging to the
university or institution will assist with feelings of isolation; this

23
can be done through ensuring links to university support
systems and the library are accessible and operable.
Synchronous learning environments most closely resemble face-
to-face learning. Synchronous learning takes place through digital
platforms where the learners are utilizing the online media at
the same time . When compared to asynchronous learning,
synchronous online environments provide a greater sense of
feeling supported, as the exchange of text or voice is immediate
and feels more like a conversation. If platforms such as web
conferencing or video chat are used, learners are able to hear
the tone of voice used by others which may allow for greater
understanding of content . As in a traditional classroom
environment, online learners may feel a need to keep the
conversation going , so there is a potential for focusing on the
quantity of responses over the quality of content within the
response . However the synchronous environment, with real-time
responses , can allow for students or instructors to provide clarity
to what was said, or alleviate any possible misconceptions .
Along these lines and applying the two dimensions of “time
distance” and “number of participants” , one can classify online
distance courses into four distinct groups :

 MOOCs (massive open online courses ) : unlimited in the

number of participants, enabling them to learn asynchronously
at their own pace.
 SMOCs (synchronous massive online courses ) : unlimited in
the number of participants, in which students participant
synchronously and in real-time.
 SPOCs (small private online courses ) number of stidents is
limited, learning takes place in an asynchronous manner.
 SSOCs (synchronous small online courses ) number of
students is limited, require participants to follow the lesson.

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3.3 LEARNING MANAGEMENT SYSTEMS (LMS) :
Most online learning occurs through a college’s or university’s
Learning Management System (LMS) . A LMS is software
application for maintaining, delivering, and tracking educational
resources. According to the Educause Center for Analysis and
Research (ECAR) use of a LMS is nearly ubiquitous as 99%
of colleges and universities report having one one in place.
Among faculty, 87% report using a LMS and find them useful
for “enhancing teaching (74%) and student learning (71%)”.
Similarly, 83% of students use an LMS in their course, with the
majority (56%) using them in most or all courses.
ECAR’s survey of institutions found that generally, both faculty
and students are satisfied with the LMS; with three-quarters
satisfied with the LMS for posting content (faculty) and
accessing content (students). In contrast, the lowest levels of
satisfaction with LMS reported by faculty were with features
that allow for “meaningful” interaction between students and
their instructor, students and for study groups or collaborating on
projects.
While LMSs are largely being used as a repository for course
materials (e.g. syllabus, learning content, etc.) and platforms for
the assessment of learning, recent developments are making them
more customizable through LTI standards. According to a report
by the Educause Learning Initiative the Next Generation Digital
Learning Environment will be more responsive to students’
needs creating a more customizable experience. The functional
characteristics of the next generation of digital learning
environments include ; “interoperability and integration;
personalization; analytics, advising, and learning assessments;
collaboration; and, accessibility and universal design”.

25
3.4 THEORY OF ONLINE EDUCATION :
The well-known educational theorist John Dewey argued that
learning occurs in collaboration with knowledgeable others.
Similarly, psychologist Jean Piaget noted that in order for
learning to occur, the content must be meaningful to the student.
Piaget’s constructivist theory of learning highlighted the
importance of engaged learning where meaningful discussions
were held between peers. The sociologist Lev Vygotsky also
emphasized the importance of social interaction in learning.
Traditionally, in formal education this interaction occurs largely
between the student and the teacher, but as students and teachers
become distanced from each other in the virtual classroom,
creative strategies for instruction continue to be developed. While
early approaches to online learning were merely an extension of
independently-driven correspondence courses, today’s approach to
online learning focuses on engagement and active learning.
Theories of distance education are relatively new to the scene.
These theories can be placed into four main categories : 1)
theories of independent study (e.g. Charles Wedemeyer, Michael
Moore); 2) theories of the industrialization of teaching (e.g. Otto
Peters) ; 3) theories of interaction and communication (e.g. Borje
Holmberg) ; and 4) a synthesis of existing theories of
communication and diffusion and philosophies of education (e.g.
Hilary Perraton). However, the equivalency theory of distance
education posits that all students should have learning
experiences of equal value and that it is the responsibility of
instructional designer to create learning experiences for the
distance learner that will be successful in meeting the course
objectives. As online education has become the dominant form
of distance education, new theories are emerging that combine
elements of constructivism and technology.

26
CHAPTER-4 RESEARCH METHODOLOGY

The method used in this study was quantitative in nature. The

data was collected for the research report from a secondary
source. Questionnaire was sent to the participants and the same
was collected by the researcher. About 65 participants response
to the questionnaire.

4.1 RESEARCH DESIGN

The design selected for this research study was quantitative

in nature using secondary data and documents. Quantitative
research provides an understanding of a situation or
phenomenon that tells the story rather than determining
cause and effect (Fraenkel &Wallen, 2003; Glesne, 1999).

Techniques for conducting quantitative research include

observation, documents analysis. Triangulation - putting
together various types and pieces of information – can lead
to a better analysis or interpretation of a situation.
According to Patton (1990), “Studies that use only one
method are more vulnerable to errors linked to that
particular method than studies that use multiple methods in
which different types of data provide cross-data validity
checks”. Strengthening the information collected from
observation and documents with other data is not essential,
but desirable . The data collection techniques used in this
study consisted of the structured and unstructured
observations and documentations.

27
4.2 DATA COLLECTION

Data were collected for this study from a primary source

through questionnaire. Documents were collected and
evaluated as additional resources for the study. Each
participant in this study were engaged through the
Questionnaire. Observations were conducted in an effort to
gain more quantitative data. Documents in the form of
responses were collected from all participants by the
researcher. Data were analysed to answer the research
questions and to cross reference similarities and differences
among participants.

4.3 OBSERVATIONS

An integral part of quantitative research, observations allow

the researcher to determine if what the participant has said
in the questionnaire is transferred into action during the
online learning experience.

Participant observation, “gives a firsthand account of the

situation under study and, when combined with document
analysis, allowed for a holistic interpretation of the
phenomenon being investigated. During the observation
process, field notes were made and transcribed. Patton
(1990) described six different types of questions that all
contribute valuable information to the research study : (a)
experience/behaviour questions-what the individual does in
this situation or has previously done ; (b) opinion/value
questions-what the individual thinks or believes about a
situation or issue ; (c) feeling questions- what the individuals
28
 natural and emotional responses would be to a situation or
issue ; (d) knowledge questions-what facts the individual
knows about the situation or issue ; (e) sensory questions-
what sensory response the individual would have to the
situation or issue ; (f) background or demographic questions-
what characteristics describe the individual. Each of these
questions guides the researcher in developing an
understanding of the phenomenon .This study employed a
variety of questioning techniques to encourage the
participants to describe their perceptions of the quality of
online education based on their own experiences .

Sample questions asked such as : As a student, Is it easy to

understand the features of the app that you are using?
Which app you are using for online study? As a student,
how would you rate the overall quality of the online
instruction you receive? Satisfied, Neutral, Dissatisfied?
Why? Does the e-learning system fulfil your learning
needs? Do you feel that there is improvement in your
learning methods through online learning? What would you
like to recommend? e.g. Online learning, Classroom learning
or Both ?

4.4 DOCUMENTATION

Fraenkel and Wallen (2003) indicated that documents refer

to any kind of information that exists in some type of
written or printed form intended for private or public and
are available to the researcher for analysis. Thus published
data, data through pdfs , research article were collected as
data sources. The purpose of implementing observations,

29
 documents was to provide trustworthiness and accountability
to the data. The researchers were attempting to determine
whether the participants’ responses were the same. The
researchers examined how closely what the participants
responses were aligned with what actually happened in the
typical online learning settings .

4.5 PROCEDURES

The initial step in the procedure was the selection of study

participants. Convience sampling was done because the
participants were known to the researcher. Participants
responses and observations were then collected during the
summer semester of 2020. Participants were sent a
questionnaire of 17 questions which are of multiple
choices. The responses are collected through the email id’s
and name of the participants.

30
CHAPTER-5 DATA ANALYSIS

Data analysis is a key component of quantitative research. Data

were organized around each research questions, which related to
experiences of students who were taking online classes and
factors that shaped those experiences. The researchers examined
the observations, and archival data for similarities and
differences. The researcher analyze the data on the basis of
questionnaire sent to the participants who responses the same.
Personal interaction with the participants was not possible due
to the pandemic period of Covid-19. About 65 responses were
received by the researcher. The questionnaire has a total of 17
questions including the Email id, and the Name of the
participants. The questions are analyze below that shows the
satisfaction level of the students :

Q.1 Is it easy to undersatnd the festures of the app that you

are using?
65 responses

Fig.1

31
Fig.1 shows the understandibility of apps features use by the
participants for their online studies. Around 95.4% of the
students can understand the apps features easily and the rest
have less understanding with the apps’ features.

Q.2 Which app you are using for online study?

65 responses

Fig.2

Fig.2 shows which app is being used by the participants to

attend the online classes. About 67.7% participants are in favour
of Zoom App, 21.5% use Google Meet and the rest are using
multiple apps for their e-learning.

Q.3 Which app allows how many participants to participate at a

time?
65 responses

32
 Fig.3
Fig.3 indicates the participation of the students at a time in
different platforms. Acc. to the above data the participants were
much satisfied with Google Meet, and with the Team link &
Webex participants were not very interested. In case of Zoom
App participants are equally satisfied or dissatisfied.
Q.4 Which app provides you with a sufficient time for
intercation?
65 responses

33
 Fig.4
Fig.4 depicts the satisfaction of participants in interacting with
others. The time availability by the apps are in favour of Zoom
App which is 55.4% and Google Meet i.e. 35.4%. The
participants were less satisfied with Team link (7.7%) , and very
less were in favour of Webex.

Q.5 Do your online studies app allow you to record lectures?

65 responses

Fig.5
Fig.5 shows the online studies app allowing the participants to
record their lectures. 46.2% participants says that the online
platforms allow them to record lectures, about 23.1% says they
didn’t record the lectures delivered, and about 30.8% were not
sure the platforms they are using allow them to record lectures
or not.
Q.6 Does the e-learning system fulfill your learning needs?
65 responses

34
 Fig.6
Fig.6 depicts how much the e-learning system fulfills the
learning needs of the participants. Majority of the participants
i.e. 60% were agreed that the e-learning system fullfills their
learning needs, about 23.1% were not agreed with the e-learning
system, and around 17% may feel satisfied or not.

Q.7 Has your learning become easier through online classes?

65 responses

35
 Fig.7
Fig.7 indicates the learning of participants become easier through
the online classes. 64.6% participants agreed that their learning
become easier through this online system but on the other hand,
35.4% participants’ learning wasn’t get easier through e-learning.

Q.8 What kind of difficulties you face while e-learning?

65 responses

Fig.8
Fig. 8 shows the difficulties faced by the participants while e-
learning. Majority of the participans i.e. 67.7% face network
related problems, 16.9% found difficulty in face-to-face
interaction, 10.8% were gone through the voice problem and the
rest were found difficulty in understanding and all the above.

Q.9 Do you feel e-learning is better than classroom learning?

65 responses

36
 Fig.9
Fig.9 shows which learning process is better e-learning which is
done through the online platforms or classroom learning in
which people are physically interacted with one another.So the
interesting results were found which is in favour of classroom
learning (61.5%), 16.9% were in favour of e-learning, and the
rest were found e-learning and classroom learning both better.
Q.10 Have you learnd anything new through online studies?
65 responses

37
 Fig.10
Fig.10 depicts that participants have learned something new
through online studies. Around 63% participants have learned
new things through online studies, almost 25% may learned
some things new in online studies. Interesting fact is that only
12% were there who don’t learn anything new in online studies.

Q.11 Which app would you like to recommend?

65 responses

Fig.11
Fig.11 shows the suggestions of the participants about the online
studies app to be used by other. Participants prefer Zoom App
(56.9%), secondly Google Meet (29.2%), thirdly Team link (7.7%),
and the rest suggests other apps.

Q.12 Rate the level of satisfaction about the content delivery

through online learning tools?
65 responses
38
 Fig.12
Fig.12 shows how much the participants rate the level of
satisfaction about the content delivery through online learning
tools. Around 52% of the participants are satisfied with the
content delivered through online learning, 41.5% participants
were found the content delivery neutral, and the rest were
dissatisfied with it.
Q.13 Rate the level of satisfaction about the discussions through
online learning?
65 responses

39
 Fig.13
Fig.13 indicates the participants rate the level of satisfaction
about the discussions through online learning. Around 54%
students were satisfied with the discussions through online
learning, around 32% are neturally satisfied and 14% were
dissatisfied with the discussions through online learning.
Q.14 Rate the level of satisfaction about the understanding level
through online learning?
65 responses

Fig. 14
Fig.14 indicates the participants rate the level of satisfaction
about the understanding level through online learning. Almost
51% participants were understand what is delivered in the
lecture conducted through online platforms, 38.5% were neturally
understand through e-learning, around 11% were dissatisfied.
Q.15 Do you feel that there is need for improvement in your
learning methods through online learning?
65 responses
40
 Fig.15
Fig.16 indicates that there is need for improvement in the
learning methods through online education. Mostly participants
were in favour of improvements should be their in e-learning
i.e. 55.4% , 10.8% says no and the rest says maybe their is a
need for improvement in e-learning system.

Q.16 What would you like to recommend?

65 responses

41
 Fig.16
Fig.16 shows the recommendations of the participants regarding
e-leaning, classroom learning or both. Around 20% recommend
Online Learning, 33.8% recommend Classroom Learning, and the
interesting fact is that they recommend both (online learning as
well as classroom learning) i.e. 46.2% .

42
CHAPTER-6 FINDINGS AND DISCUSSION

The purpose of this study was to examine students’ satisfaction

towards the online education based upon the online learning
experiences they had. Students perceptions toward online
education based on their own experiences have been examined.
The findings of this research will be grouped in two clusters :
student’s positive experiences and negative experiences. The
student’s positive experiences were : flexibility, cost-effectiveness,
electronic research availability, and ease of connection to the
Internet. The student’s negative experiences were identified as :
delayed feedback from instructors, unavailable technical support
from instructor, lack of self-regulation and self-motivation, and
the sense of isolation. Factors that contributed to student’s
positive experiences were : flexibility of class participation time
and self-paced study, cost-effectiveness of online class, electronic
research availability, ease connection of the Internet, easy
navigation of the online class interface, and familiarity with the
instructor. Factors that contributed to student’s negative
experiences were : delayed feedback from instructor; unavailable
technical support from instructor, lack of self-regulation and self-
motivation, sense of isolation, monotonous instructional methods.
6.1 POSITIVE EXPERIENCES AND CONTRIBUTED
FACTORS
1. FLEXIBILITY
The flexibility of online education has been widely recognized
as one advantage. The most important factor that contributed to
participants’ positive experience was the flexible class
participation time. Flexibility with time was one positive
experience found in this study. Students could attend online
43
classes at any time when they are available. Participants also
perceived online education as an enjoyable experience when
studying with no pressure from the instructor and the other
students. The participants felt convenience was also important
because “ There is no distraction from your classmates”, and
“There is no one looking over your shoulder or checking your
homework or forcing you to read.” “You can pace your work at
your own time and you don’t have to listen to lectures by the
instructor.”
2. COST-EFFECTIVENESS
Although the online classes is free of cost. On the apps which
were channel through which the online classes were conducted
charges no amount from the instructor as well as from the
students. Taking an example of Zoom App initial 45 minutes
lecture was free of cost and if you want to continue your class
then it may charge a suitable amount which is really low. So
online education is really cost-effective.
3. ELECTRONIC RESEARCH AVAILABILITY
Electronic research availability was a third positive experience
had by the participants. As a students we need to search a lot of
things, so the digital library will be the first choice of every
student.
4. EASE OF CONNECTION TO THE INTERNET
The ease of connection to the internet is the fourth positive
experience found in this study. The easy access to computer and
Internet stimulates student’s interests to access their online
classes quite often. Since they have access at home, they didn’t
need to drive to campus or school to access their online class.
“With this online program available through internet, getting a
degree is possible.”

44
5. EASY NAVIGATION OF THE ONLINE CLASS
INTERFACE
The well-designed online course made it easy for the students to
navigate and find the information they were seeking. Different
kinds of courseware technology were utilized by the participants.
The amount of links, information and navigation bar, everything
is very simple and laid out on the homepage. So nowadays,
online classes are easy to access as there is easy navigation
available for the online class interface.
6. FAMILIARITY WITH THE INSTRUCTOR
One interesting phenomenon found in this study was the
comfort level or familiarity with the instructor. In the classroom
one feel hesitate while asking for any query but in the online
classes the instructor is very familiar.
6.2 NEGATIVE EXPERIENCES AND CONTRIBUTED
FACTORS
1. DELAYED FEEDBACK FROM INSTRUCTOR
The delayed feedback from the instructor was conceived as the
main factor which shaped student’s negative experience on the
quality of online education. Students expect to receive timely
feedback from instructors on discussion postings. “The feedback
from the instructor is not immediate. So, there is a huge need
for improvements as regard to the feedback from the instructor.”
You must have feedback on discussion postings and main
sources of communication on the regular basis. Students also
expect the instructor to reply to email messages.
When students did not receive feedback from the instructor, they
felt frustrated, depressed, and less motivated. “This

45
miscommunication killed the motivation and students almost
cancelled the class.
2. UNAVALIABLE TECHNICAL SUPPORT FROM
INSTRUCTOR
When students have technical problems, they need someone to
help them. The person that came to their mind first was the
instructor. Thus, when the technical support from the instructor
was not available, negative experiences will be bought up. “Many
students have little technical background knowledge of computers”.
It was even difficult for the students to explain the problems
they experienced with modern technology. “Some problems or
gray areas are hard to sum up in words. It is also difficult for
the instructor to always know what the student is trying to say
or describe”.
3. LACK OF SELF-REGULATION AND SELF-MOTIVATED
While online learners enjoyed the flexibility and convenience of
online education, they also needed to keep in mind that they
had to take some responsibility for their own learning. Due to
the freedom and convenient nature of online courses, self-
regulation and self-motivation are highly expected for students to
be successful. When students can’t control him/herself, he/she
might miss the due date for the assignments, or even the dates
of tests. Sometimes the participants may miss the deadline for
their tests. So they had to keep contacting the instructor for an
opportunity to make up the test. However, if the student couldn’t
contact the instructor through any means, which also caused his
negative experience due to this lack of connection. So “You must
be really self-motivated and focused”.
4. SENSE OF ISOLATION

46
There are a variety reasons that caused a sense of isolation for
online learners in this study. One reason was the lack of
interpersonal communication or interaction between
instructor/student, and student/students. “You can’t talk to teacher
face to face on a regular basis if at all”. “You miss out hands-
on experience done in class, and you won’t be able to interact
with other students”. So the participants felt a strong isolation in
the online class, which might be a negative experience.
5. MONOTONOUS INSTRUCTIONAL METHODS
Another reason that caused the feeling of isolation was the
monotonous instructional methods used in the online class. In
this kind of methods a participant can only communicated
through discussion boarding, they (the instructor) won’t reply to
their email messages.
6. POORLY-DESIGNED ONLINE COURSE CONTENT
A well-designed course interface can improve students’ use of
class pages. But a poorly designed course interface will make
students lose in seeking information. This poorly designed online
course content can caused students’ confusion and frustration in
finding information they need.
Participants overall rating of the quality of online education
indicated that they did not believe that they had received a
good online education. Feedback to student questions is
constructive and provided in a timely manner. Proper orientation
is advised to students before starting an online program. Students
are provided with supplemental course information about course
objectives, concepts, etc. Students are provided with support
services, such as information programs, technical, training, student
service personnel, and a structured system to address student
complaint.

47
 CHAPTER-7 CONCLUSIONS AND
RECOMMEDATIONS

The purpose of this report was to examine to what extent the

students are satisfied with the online learning. Quantative
research methods used in this study were well suited to achieve
this goal. The depth of information gained through the analysis
of observations, questionnaire and archival data have provided a
level of understanding that qualitative methodology could not
have.
While receiving web services, customer gained both positive and
negative experiences, although their experiences tended to more
positive. Good Technical support, Quick solutions, Wide options in
designing, k n o w l e d g e a b l e a n d skillful employees, better internal
communication contributed to customer’s positive experiences. Factors
that contributed to customer’s negative experiences were ; , unavailable
technical support in others countries , website crashing, Language barriers
for international customers and poorly-designed course content.

When customers were asked to evaluate the overall quality of web

services they received, their answers were moderate. Moderate
quality of services implies that they were not very satisfied with
the web support received, or they did not perceive that online
education they receive as of high quality. The customers
personality may have some bearing on how responsible they felt for
their own learning. Online learner may need to change their
own behaviour such as lack of self-

48
motivation, spending too much time on the phone, or not being
an active and constructive learner. However, when their negative
experiences were examined, all of the factors except the one
related to learner characteristics (lack of self-regulation or self-
motivation) are related to the online instructor.
Participants in this study felt lost, frustrated, and isolated because
there was lack of immediate response or no feedback from the
instructor. When the course content was not organized, it
increased the level of perplexity and nervousness of online
learners. When participants encountered any technical problems,
the instructor were not able to assist them. Even when the
instructor could not help them, no other technical person could
help the online learners either. When the instructional methods
were only through textbooks, or discussion postings, students’
learning was not effective.
The authors concluded that in the process of ensuring the
quality of online education, the instructor plays a key role. Not
only because the instructor “faces” the students directly, but also
because more responsibility has been put on the instructor’s
shoulder. However, this does not mean that the administrator
should provide sufficient supports (training, administrative,
monetary, and promotional), hire qualified faculty, and motivate
faculty to provide effective online teaching.
In this study, Convenience sampling, rather than another sampling
technique was used. If a different sampling technique had been
chosen, the results could be different.
This study has contributed to the literature in the area of online
education. It has also provided valuable information from
students that can serve both online instructors and administrators
in providing more effective online education. This study suggests
that more research need to be conducted in the area of
49
improving communications and utilizing multi-media to enhance
the online education experiences of students in regard to both
course content and social connectedness.

50
 APPENDIX

Q.1 Is it easy to understand the features of the app that you

are using?

o Yes
o No

Q.2 Which app you are using for online study?

o Zoom app
o Team link
o Google Meet
o Webex
o other

Q.3 Which app allows how many participants to participate at

a time?

Limited Unlimited

Zoom app

Team link

Google Meet

Webex

Q.4 Which app provides you with a sufficient time for

interaction?

51
 o Zoom app
o Team link
o Google Meet
o Webex

Q.5 Do your online studies app allow you to record lectures?

o Yes
o No
o Maybe

Q.6 Does the e-learning system fulfil your learning needs?

o Yes
o No
o Maybe

Q.7 Has your learning become easier through online classes?

o Yes
o No

Q.8 What kind of difficulties you face while e-learning?

o Networking Problem
o Face to face interaction
o Voice problem
o Other

Q.9 Do you feel e-learning is better than classroom learning?

52
 o Yes
o No
o Maybe

Q.10 Have you learned anything new through online studies?

o Yes
o No
o Maybe

Q.11 Which app would you like to recommend?

o Zoom app
o Team link
o Google Meet
o Webex
o Other

Q.12 Rate the level of satisfaction about the content delivery

through online learning tools

o Satisfied
o Neutral
o Dissatisfied

Q.13 Rate the level of satisfaction about the discussions

through online learning

o Satisfied
o Neutral

53
 o Dissatisfied

Q.14 Do you feel that there is improvement in your learning

methods through online learning

o Yes
o No
o Maybe

Q.15 What would you like to recommend?

o Online learning
o Classroom learning
o Both

54
 REFERENCES

1. Arbaugh, J.B. (2000). Virtual classroom characteristics and

student satisfaction in Internet-based courses.
2. Bollinger, D.U., & Erichsen, E.A.(2013). Student Satisfaction
with blended and online courses.
3. Cole, M.T., Shelley, D.J., & Swartz, L.B. (2013). Academic
integrity and student satisfaction in an online environment.
4. Drennan, J., Kennedy, J., & Pisarski, A. (2005). Factors affecting
student attitudes toward flexible online learning in management
education.
5. Biance M. B. and Carr-Chellman, A. A. (2002). Exploring
Qualitative Methodologies In Online Learning Environments. The
Quarterly Review of Distance Learning, 3 (3), 251-260.
6. Buck, J. (2001). Assuring quality in distance education. Higher
education in Europe, 26(4),599-602.
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http://www.firstmonday.com.dk/issues/issue4_12/index.html
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2064-4-7831904
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meet-profile

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12. https://e-student.org/advantages-of-e-learning
13. https://e-student.org/disadvantages-of-e-learning

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57