The The Importance of Building a Relationship Between Lecturers and Students for Student Satisfaction with Remote Learning
DOI:
https://doi.org/10.12775/PBE.2023.010Abstract
This article aimed to determine the significance of student-lecturer relationships in the context of remote learning to answer the following question: What is the relationship between student-lecturer relationships and student satisfaction with remote learning, feedback, the assessment process, lecturers’ digital competencies and students’ competencies related to remote learning? To achieve this aim, an online survey was conducted on a sample of 206 students from Milenium University in Gniezno, Poland (return rate approximately 42%) in the spring of 2022. The data were analysed through the application of mediation analysis using IBM SPSS Statistics and the Jamovi software. The main finding of the study is that the student-lecturer relationship is crucial for ensuring students’ satisfaction with remote learning. This paper contributes to the literature by explaining the potential impact of other factors on the student-lecturer relationship variable.
References
Baron, R.M., & Kenny, D.A. (1986). The Moderator-Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182, doi: 10.1037//0022-3514.51.6.1173.
Bedyńska, S., Brzezicka, A., & Cypryańska, M. (2012). Statystyczny drogowskaz 1. Praktyczne wprowadzenie do wnioskowania statystycznego [Statistical Signposting 1. A Practical Introduction to Statistical Inference]. Warszawa: Wydawnictwo Akademickie SEDNO.
Bento, F., Giglio Bottino, A., Cerchiareto Pereira, F., Forastieri de Almeida, J., & Gomes Rodrigues, F. (2021). Resilience in Higher Education: A Complex Perspective to Lecturers’ Adaptive Processes in Response to the COVID-19 Pandemic. Education Sciences, 11(492), doi: 10.3390/educsci11090492.
Bray, E., Aoki, K., & Dlugosh, L. (2008). Predictors of Learning Satisfaction in Japanese Online Distance Learners. The International Review of Research in Open and Distributed Learning, 9(3), 1–21.
Dykman, C.A., & Davis, C.K. (2008). Online Education Forum – Part Three: A Quality Online Educational Experience. Journal of Information Systems Education, 19, 281–290.
Dziaczkowska, L. (2014). Relacje nauczyciel akademicki–student w perspektywie studiów pedagogicznych [University Teacher-Student Relationship in the Perspective of Pedagogical Study]. In: D. Ciechanowska (Ed.), Perspektywy zmian w praktyce kształcenia akademickiego [Prospects for Change in the Practice of Academic Education], (pp. 139–156). Wyższa Szkoła Humanistyczna Towarzystwa Wiedzy Powszechnej w Szczecinie, Szczecin.
Eom, S.B., Wen, H.J., & Ashill, N. (2006). The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation. Decision Sciences Journal of Innovative Education, 4(2), 215–235.
Flicinska-Turkiewicz, J., Beczkowska, A., & Skrobacki, R. (2022a). Key Factors of Student Satisfaction with Distance Learning in the Situation of the COVID-19 Pandemic on the Example of a Polish University. Journal of e-Learning and Higher Education, 2022 (2022), doi: 10.5171/2022.268774.
Flicińska-Turkiewicz, J., Bęczkowska, A., & Skrobacki, R. (2022b). Kompetencje cyfrowe jako kluczowy czynnik satysfakcji studentow z nauki zdalnej w sytuacji pandemii COVID-19 [Digital Competences as a Key Factor in Students’ Satisfaction with Remote Learning in a COVID-19 Pandemic Situation]. In: J. Kozłowska, & A. Danielewska (Eds.), Edukacja wobec wyzwań wspołczesności – wybrane aspekty [Education Amid Contemporary Challenges – Selected Aspects], (pp. 53–68). Lublin: Wydawnictwo Naukowe TYGIEL.
Green, H.J., Hood, M., & Neumann, D.L. (2015). Predictors of Student Satisfaction with University Psychology Courses: A Review. Psychology Learning & Teaching, 14(2), 131–146.
Hayes, A.F. (2022). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. 3rd ed. The Guilford Press.
Ho, I.M.K., Cheong, K.Y., & Weldon, A. (2021). Predicting Student Satisfaction of Emergency Remote Learning in Higher Education During COVID-19 Using Machine Learning Techniques. PLoS ONE, 16(4), doi: 10.1371/journal.pone.0249423.
Holsapple, C.W., & Lee-Post, A. (2006). Defining, Assessing, and Promoting e- Learning Success: An Information Systems Perspective. Decision Sciences Journal of Innovative Education, 4, 67–85.
Igartua, J., & Hayes, A.F. (2021). Mediation, Moderation, and Conditional Process Analysis: Concepts, Computations, and Some Common Confusions. The Spanish Journal of Psychology, 24, e49, doi: 10.1017/SJP.2021.46.
Iwańska, M. (2020). Wyzwania edukacyjne podczas pandemii w opinii studentów pracy socjalnej [Educational Challenges During a Pandemic as Perceived by Social Work Students]. In: N.G. Pikuła, K. Jagielska, & J.M. Łukasik (Eds.), Wyzwania dla edukacji w sytuacji pandemii COVID-19 [Challenges for Education in a COVID-19 Pandemic Situation], (pp. 135–150). Krakow: Wydawnictwo Scriptum.
Juszczyk, S. (2002). Edukacja na odległość. Kodyfikacja pojęć, reguł i procesow [Distance Education. Codification of Concepts, Rules and Processes]. Toruń: Wydawnictwo Adam Marszałek.
Kubiak-Szymborska, E. (2007). Między zdobywaniem mądrości a realizacją biznesplanu: namysł nad wspołczesnym studiowaniem [Between Gaining Wisdom and Implementing a Business Plan: Reflections on Contemporary Study]. In: A.J. Sowiński (Ed.), Wiedza i mądrość w edukacji akademickiej [Knowledge and Windsom in Academic Education], (pp. 133–134). Szczecin: Wydawnictwo ZAPOL.
Kuh, G. (2003). What We’re Learning About Student Engagement from NSSE. Change, 35, 24–31.
Kuo, Y.-C., Walker, A.E., Schroder, K.E., & Belland, B.R. (2013). Interaction, Internet Self-Efficacy, and Self-Regulated Learning as Predictors of Student Satisfaction in Online Education Courses. Internet and Education, 20, 35–50.
Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the Quality of Interaction in Asynchronous Discussion Forums in Fully Online Courses. Distance Education, 33(1), 5–30, doi: 10.1080/01587919.2012.667957.
Nunez-Canala, M., de Obesso, M.D.L.M., & Perez-Rivero, C.A. (2022). New Challenges in Higher Education: A Study of The Digital Competence of Educators in COVID Times. Technological Forecasting and Social Change, 174, doi: 10.1016/j.techfore.2021.121270.
Parahoo, S.K., Santally, M.I., Rajabalee, Y., & Harvey, L. (2016). Designing a Predictive Model of Student Satisfaction in Online Learning. Journal of Marketing for Higher Education, 26(1), 1–19, doi: 10.1080/08841241.2015.1083511.
Reisinger-Walker, E., Lang, D.L., Alperin, M., Vu, M., Barry, C.M., & Gaydos, L.M. (2021). Comparing Student Learning, Satisfaction, and Experiences Between Hybrid and In-Person Course Modalities: A Comprehensive, Mixed-Methods Evaluation of Five Public Health Courses. Pedagogy in Health Promotion, 7(1), 29–37.
Romaniuk, M.W., & Łukasiewicz-Wieleba, J. (2021). Raport z badań. Zdalna edukacja kryzysowa w APS w okresie pandemii COVID-19. Z perspektywy rocznych doświadczeń [Research Report. Remote Crisis Education in The APS During The COVID-19 Pandemic. A Perspective on One Year’s Experience]. Warszawa: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej.
Sebastianelli, R., Swift, C., & Tamimi, N. (2015). Factors Affecting Perceived Learning, Satisfaction, and Quality in the Online MBA: A Structural Equation Modelling Approach. Journal of Education for Business, 90, 296–305.
Shea, P.J., Swan, K., Fredericksen, E.E., & Pickett, A.M. (2002). Student Satisfaction and Reported Learning in The SUNY Learning Network. In: J. Bourne, & J.C. Moore (Eds.), Elements of Quality Online Education: Learning Effectiveness, Cost Effectiveness, Access, Faculty Satisfaction, Student Satisfaction (pp. 145–156). Needham, MA: Olin College-Sloan Consortium.
Skalski, S. (2021). Obawy studentów związane z pandemią koronawirusa SARSCoV-2 [Students’ Fears Related to The SARS-CoV-2 Coronavirus Pandemic]. Edukacja, Terapia, Opieka, 3, 110–128, doi: 10.52934/eto.139.
So, H.J., & Brush, T.A. (2008). Student Perceptions of Collaborative Learning, Social Presence and Satisfaction in a Blended Learning Environment: Relationships and Critical Factors. Computers & Education, 51(1), 318–336.
Sun, P.C., Tsai, R.J., Finger, G., Chen, Y.Y., & Yeh, D. (2008). What Drives a Successful E-Learning? An Empirical Investigation of The Critical Factors Influencing Learner Satisfaction. Computers & Education, 50(4), 1183–1202.
Wieczorkowska, G., & Wierzbiński, J. (2007). Statystyka. Analiza badań społecznych [Statistics. Social Research Analysis]. Warszawa: Wydawnictwo Naukowe Scholar.
Zhao, X., Lynch, J.G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and Truths About Mediation Analysis. Journal of Consumer Research, 37(2), 197– 206, doi: 10.1086/651257.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Joanna Flicińska-Turkiewicz, Anna Bęczkowska, Radosław Skrobacki
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Stats
Number of views and downloads: 464
Number of citations: 0
