engleski

Do e-Learning Activities Increase Students’ Academic Satisfaction?

Since they were first introduced into modern teaching and learning, e-activities were recognized as a significant tool, especially in higher education. Teachers tend to use e learning activities to enhance their teaching process and to deliver course content in a more interesting way. This applies to all areas of education, but the scope of this paper is focused on studies in information and communication technology (ICT). Students’ expectations change as fast as the field of ICT evolves, so it is a good idea to monitor these changes and to develop course curriculum according to current trends. Universities are aware that students’ academic satisfaction is influenced by many criteria. The amount and quality of e-learning activities can be one of them. This research aims to test this hypothesis. The main research question is: Do e-learning activities increase students’ academic satisfaction? This paper presents a quantitative empirical research on students’ attitudes towards e-learning activities in their courses. The authors conducted an anonymous survey in order to get insight into: (a) students’ opinion on using e-activities as a teaching method, (b) students’ perception of the amount of e-activities in their study program, (c) influence of e-learning activities on students’ satisfaction, (d) correlation between e-learning activities in courses and academic achievement (grades, knowledge, effort), (e) students’ satisfaction with student-teacher communication in e-learning environment, (f) assignment procrastination in courses with e-learning activities, (g) students’ opinion on advantages and disadvantages of using e-activities. The survey consisted of 25 statements and questions that were used to express students’ opinions on research areas mentioned above, with additional attention on gender differences. Although the research is focused on ICT students, the authors wanted to check whether students feel that e-activities are sufficient or they expect them to be combined with traditional teaching approaches (e.g. face to face and practical work in a computer lab). The main contribution of this research is the recognition of student expectations related to e-learning activities. The results of the research will be a good basis for defining measures to increase student satisfaction and adjusting the curriculum to better follow trends and student expectations.

e-activity, survey, course satisfaction, higher education, ICT education

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