engleski

The impact of online learning conceptualization on student satisfaction

The paper considers the conceptualization of online learning conceptualization and the impact of conceptualization on student satisfaction with online learning. The impact of online learning conceptualization on students’ preferences towards traditional learning in the classroom and online learning has been comparatively analyzed. The use of a new generation of information and communication technologies (ICT) based on user- oriented and conceptualized applications and tools in online learning creates the assumptions for increasing the quality and efficiency of education. Through the systematic use of sophisticated applications, technologies, and tools, students evaluate their knowledge and abilities during distance learning, learn by solving concrete examples in collaboration with other students, and promptly receive feedback. The conceptualization of online learning as the critical factor of distance learning makes learning more exciting and motivates students to learn and research. Well- organized and systematically organized education may motivate students to the extent that efforts and obligations evolve towards hobby, fun, and satisfaction. 1441 INTERDISCIPLINARY MANAGEMENT RESEARCH XVII Research of online learning conceptualization on student satisfaction with online learning was conducted on a sample of 400 students of the Faculty of Economics and Business, undergraduate and graduate study of business economics. The research was conducted through a questionnaire in which questions were asked about: 1) the attitudes and assessments of students that are considered students’ preferences for traditional learning in the classroom and online learning supported by online learning conceptualization, 2) impact of online learning conceptualization to the indicators of students’ satisfaction. Students were divided into two groups from the point of view of the level of online learning conceptualization. The first group of students participated in conceptualized online learning supported by the systematic use of sophisticated applications, technologies, and tools such as video conferencing, asynchronous and synchronous technologies, discussion groups (Google Groups), collaboration tools, and collaborative document management Documents) and digital skills development tools (Google Garage). Another group of students participated in online learning based on simple (basic) applications, technologies, and tools such as content management systems (CMS), e-mail, and bulletin board systems (BBS). Statistical methods of hypothesis testing by T- test were used to investigate the impact of online learning on the affinity (preferences) of students for online learning based on the blended learning conceptualization and traditional learning in the classroom. The statistical significance of the difference between the arithmetic means of the first and second groups of students at the significance level of 1% and 5% were tested.

online learning conceptualization, traditional classroom learning, indicators of students’ satisfaction, blended learning, hypothesis testing

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