Online Teaching Methods and Student Satisfaction during a Pandemic
With the outbreak of the global pandemic of COVID-19, online education characterizes today’s higher education. For some higher education institutions (HEIs), the shift from classroom education to online solutions was swift and smooth, and students are continuously asked about their experience regarding online education. Therefore, there is a growing emphasis on student satisfaction with online education, a field that had emerged previously, but has become the center of higher education and research interest today. The aim of the current paper is to give a brief overview of the tools used in the online education of marketing-related classes at the examined university and to investigate student satisfaction with the applied teaching methodologies with the tool of a questionnaire. Results show that students are most satisfied with their teachers’ competences and preparedness, while they are least satisfied with online class quality, where it seems that further steps are needed to be taken.
[1] Alves, H., Raposo, M. (2009) The measurement of the construct satisfaction in higher education. Service Industries Journal, 29, 2, 203-218.
[2] Costello, E., Brown, M., Donlon, E. et al. ‘The Pandemic Will Not be on Zoom’: A Retrospective from the Year 2050. Postdigit Sci Education 2, 619–627 (2020). https://doi.org/10.1007/s42438-020-00150-3
[3] Rashid, A., Yunus, M. and Wahi, W. (2019) Using Padlet for Collaborative Writing among ESL Learners. Creative Education, 10, 610-620. doi: 10.4236/ce.2019.103044.
[4] Chui, T. B., Ahmad, M. S., Bassim, F. A., Zaimi, A. (2016) Evaluation of Service Quality of Private Higher Education using Service Improvement Matrix. Procedia – Social and Behavioral Sciences, 224, 132-140.
[5] Ribes-Giner, G., Perello-Marín, M.R., Díaz, O.P. (2016) Co-creation impacts on student behavior. Procedia – Social and Behavioral Sciences, 228, 72-77.
[6] Chemi,T., Krogh L. (2017) Co-creation in Higher Education. Sense, Denmark.
[7] Prahalad, C.K., Ramaswamy, V. (2004) Co-creation experiences: The next practice in value creation. Journal of Interactive Marketing, 18(3), 5-14.
[8] Lusch, R.F., Vargo, S.L. and O’Brien, M. (2007) ’Competing through service: Insights from service-dominant logic’, Journal of Retailing, 83(1), 5–18.
[9] Witell, L., Kristensson, P., Gustafsson, A., Löfgren, M. (2011) Idea Generation: Customer Co-creation versus Traditional Market Research Techniques. Journal of Service Management, 22(2), 140-159.
[10] Iversen, A-M., Pedersen, A. S. (2017) Co-creating knowledge. In Chemi, T., Krogh, L. (eds.): Co-creation in Higher Education. Sense, Denmark, 15-30.
[11] Camargo-Borges, C., Rasera, E. F. (2013) Social constructionism in the context of organization development dialogue, imagination and co-creation as resources of change. Sage Open, 3(2), 1-7. https://doi.org/10.1177/2158244013487540
[12] Sanders, E.B.N., Stappers, P.J. (2008) Co-Creation and the New Landscapes of Design. Co-Design, 4, 5-18. http://dx.doi.org/10.1080/15710880701875068
[13] Dollinger, M., Lodge, J.M., Coates, H. (2018) Co-creation in higher education: towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210-231.
[14] Jensen, A. A., Krogh, L. (2017) Re-thinking curriculum for 21st-century learners. In Chemi, T., Krogh, L. (eds.): Co-creation in Higher Education. Sense, Denmark, 1-14.
[15] Degnegaard, R. (2014) Co-creation, prevailing streams and a future design trajectory, CoDesign, 10(2), 96-111, DOI: 10.1080/15710882.2014.903282
[16] Bovill, C., Cook‐Sather, A., Felten P. (2011) Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers, International Journal for Academic Development, 16(2),133-145, DOI: 10.1080/1360144X.2011.568690
[17] B. Terill, (2019) “My Coverage of Lobby of the Social Gaming Summit.” Retrieved January 9, 2019, from http://www.bretterrill.com/2008/06/my-coverage-of-lobby-of-social-gaming.html.
[18] D. Helgason, (2019) “2010 Trends – Unity Blog”. Retrieved January 9, 2019, from https://blogs.unity3d.com/2010/01/14/2010-trends/.
[19] S. Deterding, M. Sicart, L. Nacke, K. O’Hara, and D. Dixon, (2011) “Gamification: Using Game Design Elements in Non-Gaming Contexts. In Proceedings of the International Conference on Human Factors in Computing Systems”, May 7-12, 2011 pp. 4–7. [CHI 2011, Extended Abstracts Volume, Vancouver, BC, Canada].
[20] T. M. Connolly, E. A. Boyle, E. MacArthur, T. Hainey, and J. M. Boyle, (2012) “A systematic literature review of empirical evidence on computer games and serious games.”, 2012, Computers and Education, 59(2), 661–686. https://doi.org/10.1016/j.compedu.2012.03.004.
[21] Oxford Analytica (2017) “Gamification and the Future of Education”. Oxford: Oxford Analytica, 2017, https://doi.org/10.1016/j.ymgme.2015.09.007.Obstructive.
[22] D. Gray, S. Brown, and J. Macanufo, (2015) “Gamestorming. A Playbook for Innovators, Rulebreakers, and Changemakers.” St. Petersburg: Piter. 288p. Toyama, K. (2015) The looming gamification of higher ed. The Chronicle of Higher Education, https://www.chronicle.com/article/The-Looming-Gamification-of/233992.
[23] J. Hamari, J. Koivisto, and H. Sarsa, (2014) “Does Gamification Work? — A Literature Review of Empirical Studies on Gamification.” In Proceedings of the 47th Hawaii International Conference on System Sciences, Hawaii, USA, January 6-9, 2014.
[24] D. Pappa, L. Pannese. (2010) "Effective design and evaluation of serious games: The case of the e-VITA project." World Summit on Knowledge Society. Springer, Berlin, Heidelberg, 2010.
[25] T.L. Kingsley, M.M. Grabner-Hagen, (2015) “Gamification Questing to integrate content knowledge, literacy, and 21st-century learning”, 2015, Journal of Adolescent & Adult Literacy, volume 59, no 1, 51-61.
[26] D. Dicheva, C. Dichev, G. Agre, and G. Angelova, (2015) “Gamification in Education: A Systematic Mapping Study”, Educational Technology & Society, 2015, 18(3), 9–22. https://doi.org/10.1016/j.infsof.2015.03.007.
[27] M. S. Kuo, Y. Y. Chuang, (2016) “How gamification motivates visits and engagement for online academic dissemination – An empirical study”, Computers in Human Behavior, 2016, Volume 55, Part A, 16-27.
[28] I. Yildirim, (2017) “The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons”, Internet and Higher Education, 2017, 33, 86-92.
[29] B. Taspinar, W. Schmidt, H. Schuhbauer, (2016) “Gamification in Education: A Board Game Approach to Knowledge Acquisition”, Procedia Computer Science, 2016, Volume 99, 101-116, https://doi.org/10.1016/j.procs.2016.09.104.
[30] S. Subhash, E. A. Cudney, (2018) “Gamified learning in higher education: A systematic review of the literature”, Computers in Human Behavior, 2018, Volume 87, 192-206, https://doi.org/10.1016/j.chb.2018.05.028.
[31] J. Fox, L. Pittaway, and I. Uzuegbunam, (2018) “Simulations in Entrepreneurship Education: Serious Games and Learning Through Play”, Entrepreneurship Education and Pedagogy, 2018, 1(1), 61–89. https://doi.org/10.1177/2515127417737285.
[32] F. Bellotti, R. Berta, A. De Gloria, E. Lavagnino, A. Antonaci, F. Dagnino., M. Ott, M. Romero, M. Usart, I. S. Maye, (2014) “Serious games and the development of an entrepreneurial mindset in higher education engineering students”, Entertainment Computing, Volume 5, Issue 4, December 2014, Pages 357-366, https://doi.org/10.1016/j.entcom.2014.07.003.
[33] Fuchs, B. (2014) The Writing is on the Wall: Using Padlet for Whole-Class Engagement. Library Faculty and Staff Publications. 240. https://uknowledge.uky.edu/libraries_facpub/240
[34] Rashid, A. A., Yunus, M. M., & Wahi, W. (2019) Using Padlet for Collaborative Writing among ESL Learners. Creative Education, 10, 610-620. https://doi.org/10.4236/ce.2019.103044
[35] Buheji, M., Ahmed, D. (2020) Implicants of Zoom and Similar Apps on ‘Flip-class’ Outcome in the New Normal. International Journal of Learning and Development, 10, 3.
[36] Stefanile, A. (2020) The Transition from Classroom to Zoom and How it Has Changed Education. Journal of Social Science Research, 16, 33-40.
[37] Murugesan, S., Chidambaram, N. (2020) Success of Online Teaching and Learning in Higher Education – Covid 19 Pandemic: A Case Study Valley View University, Ghana. International Journal of Applied Engineering Research, 15, 7, pp. 735-738.
[38] Martin, L., Tapp, D. (2019) Teaching with Teams: An introduction to teaching an undergraduate law module using Microsoft Team. Innovative Practice in Higher Education, 3, 3, pp. 58-66.
[39] Tyrer, C. (2019) Beyond social chit chat? Analysing the social practice of a mobile messaging service on a higher education teacher development course. International Journal of Educational Technology in Higher Education, 16, 13.
[40] Güler, C. (2017) Use of WhatsApp in Higher Education: What’s Up with Assessing Peers Anonymously? Journal of Educational Computing Research, 55, 2, 272-289.
[41] Oliver, R. L. (1980) A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of Marketing Research, 17, 460-469.
[42] Woodruff, R., Cadotte, E., Jenkins, R. (1983) Modeling Consumer Satisfaction Processes Using Experience-Based Norms. Journal of Marketing Research, 20, 3, 296-304.
[43] Zeithaml, V. (1981) How consumer evaluation processes differ between goods and services. J. H. Donnelly – W. R. George (Eds), Marketing Services, AMA, 9, 186-190.
[44] Cronin, J. J., Taylor, S. A. (1992) Measuring Service Quality: A Reexamination and Extension. Journal of Marketing, 56, 7, 55-68.
[45] Cronin, J. J., Taylor, S. A. (1994) SERVPERF Versus SERVQUAL: Reconciling Performance-based and Perception-Minus-Expectations Measurement of Service Quality. Journal of Marketing, 58, 1, 125-131.
[46] Fornell, C. (1992) A National Customer Satisfaction Barometer: The Swedish Experiene. Journal of Marketing, 56, 1, 6-21.
[47] Gronholdt, L., Martensen, A., Kristensen, K. (2000) The relationship between customer satisfaction and loyalty: Cross-industry differences. Total Quality Management, 11, 4-6, 509-514.
[48] Yousapronpaiboon, K. (2014) SERVQUAL: Measuring Higher Education Service Quality in Thailand. Procedia – Social and Behavioral Sciences, 116, 1088-1095.
[49] Chui, T. B., Ahmad, M. S., Bassim, F. A., Zaimi, A. (2016) Evaluation of Service Quality of Private Higher Education using Service Improvement Matrix. Procedia – Social and Behavioral Sciences, 224, 132-140.
[50] Eurico, S. T., Silva, J. A. M., Valle, P. O. (2015) A model of graduates’ satisfaction and loyalty in tourism higher education: The role of employability. 16, 30-42.
[51] Savitha, S., Padmaja, P. V. (2017) Measuring service quality in higher education: application of ECSI model. International Journal of Commerce, Business and Management, 6, 5, Sep-Oct 2017.
[52] Faizan, A., Yuan, Z., Kashif, H., Pradeep, K., Nair, N., Ari, R. (2016) Does higher education service quality effect student satisfaction, image and loyalty? A study of international students in Malaysian public universities. Quality Assurance in Education, 24, 1.
[53] Randheer, K. (2015) Service quality performance scale in higher education: Culture as a new dimension. International Business Research. 8, 3, 29-41.
[54] Tsiligiris, V. (2011) EDUQUAL: measuring cultural influences on students’ expectations and perceptions in cross-border higher education. In: 4th Annual UK and Ireland Higher Education Institutional Research (HEIR) Conference, Kingston University, London, 16-17 June 2011, London.
[55] Noaman, A. Y., Ragab, A. H. M., Fayoumi, A. G., Khedra, A. M., Madbouly, A. I. (2013) HEQUAM: A Developed Higher Education Quality Assessment Model. Proceedings of the 2013 Federated Conference on Computer Science and Information Systems, 739–746.
[56] Teeroovengadum, V., Kamalanabhan, T. J., Seebaluck, A. K. (2016) Measuring service quality in higher education. Quality Assurance in Education, 24, 2, 244-258.
[57] Douglas, J., Davies, J. (2008) The development of a conceptual model of student satisfaction with their experience in higher education. Quality Assurance in Education. 16, 1, 19-35.
[58] Patterson, P., Romm, T., Hill, C. (1998) Consumer satisfaction as a process: a qualitative, retrospective longitudinal study of overseas students in Australia. Journal of Professional Services Marketing, 16, 1, 135-157.
[59] Sultan, P., Wong, H. Y. (2013) Antecedents and consequences of service quality in a higher education context: A qualitative research approach. Quality Assurance in Education, 21, 1, 70‐95.
[60] Winke, P. (2017) Using focus groups to investigate study abroad theories and practice. System, 71, 73-83.
[61] Owlia, M. S., Aspinwall, E. M. (1996) A framework for the dimensions of quality in higher education. Quality Assurance in Education, 4, 2, 12-20.
[62] Lenton, P. (2015) Determining student satisfaction: An economic analysis of the national student survey. Economics of Education Review, 47, 118-127.
[1] Alves, H., Raposo, M. (2009) The measurement of the construct satisfaction in higher education. Service Industries Journal, 29, 2, 203-218.
[2] Costello, E., Brown, M., Donlon, E. et al. ‘The Pandemic Will Not be on Zoom’: A Retrospective from the Year 2050. Postdigit Sci Education 2, 619–627 (2020). https://doi.org/10.1007/s42438-020-00150-3
[3] Rashid, A., Yunus, M. and Wahi, W. (2019) Using Padlet for Collaborative Writing among ESL Learners. Creative Education, 10, 610-620. doi: 10.4236/ce.2019.103044.
[4] Chui, T. B., Ahmad, M. S., Bassim, F. A., Zaimi, A. (2016) Evaluation of Service Quality of Private Higher Education using Service Improvement Matrix. Procedia – Social and Behavioral Sciences, 224, 132-140.
[5] Ribes-Giner, G., Perello-Marín, M.R., Díaz, O.P. (2016) Co-creation impacts on student behavior. Procedia – Social and Behavioral Sciences, 228, 72-77.
[6] Chemi,T., Krogh L. (2017) Co-creation in Higher Education. Sense, Denmark.
[7] Prahalad, C.K., Ramaswamy, V. (2004) Co-creation experiences: The next practice in value creation. Journal of Interactive Marketing, 18(3), 5-14.
[8] Lusch, R.F., Vargo, S.L. and O’Brien, M. (2007) ’Competing through service: Insights from service-dominant logic’, Journal of Retailing, 83(1), 5–18.
[9] Witell, L., Kristensson, P., Gustafsson, A., Löfgren, M. (2011) Idea Generation: Customer Co-creation versus Traditional Market Research Techniques. Journal of Service Management, 22(2), 140-159.
[10] Iversen, A-M., Pedersen, A. S. (2017) Co-creating knowledge. In Chemi, T., Krogh, L. (eds.): Co-creation in Higher Education. Sense, Denmark, 15-30.
[11] Camargo-Borges, C., Rasera, E. F. (2013) Social constructionism in the context of organization development dialogue, imagination and co-creation as resources of change. Sage Open, 3(2), 1-7. https://doi.org/10.1177/2158244013487540
[12] Sanders, E.B.N., Stappers, P.J. (2008) Co-Creation and the New Landscapes of Design. Co-Design, 4, 5-18. http://dx.doi.org/10.1080/15710880701875068
[13] Dollinger, M., Lodge, J.M., Coates, H. (2018) Co-creation in higher education: towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210-231.
[14] Jensen, A. A., Krogh, L. (2017) Re-thinking curriculum for 21st-century learners. In Chemi, T., Krogh, L. (eds.): Co-creation in Higher Education. Sense, Denmark, 1-14.
[15] Degnegaard, R. (2014) Co-creation, prevailing streams and a future design trajectory, CoDesign, 10(2), 96-111, DOI: 10.1080/15710882.2014.903282
[16] Bovill, C., Cook‐Sather, A., Felten P. (2011) Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers, International Journal for Academic Development, 16(2),133-145, DOI: 10.1080/1360144X.2011.568690
[17] B. Terill, (2019) “My Coverage of Lobby of the Social Gaming Summit.” Retrieved January 9, 2019, from http://www.bretterrill.com/2008/06/my-coverage-of-lobby-of-social-gaming.html.
[18] D. Helgason, (2019) “2010 Trends – Unity Blog”. Retrieved January 9, 2019, from https://blogs.unity3d.com/2010/01/14/2010-trends/.
[19] S. Deterding, M. Sicart, L. Nacke, K. O’Hara, and D. Dixon, (2011) “Gamification: Using Game Design Elements in Non-Gaming Contexts. In Proceedings of the International Conference on Human Factors in Computing Systems”, May 7-12, 2011 pp. 4–7. [CHI 2011, Extended Abstracts Volume, Vancouver, BC, Canada].
[20] T. M. Connolly, E. A. Boyle, E. MacArthur, T. Hainey, and J. M. Boyle, (2012) “A systematic literature review of empirical evidence on computer games and serious games.”, 2012, Computers and Education, 59(2), 661–686. https://doi.org/10.1016/j.compedu.2012.03.004.
[21] Oxford Analytica (2017) “Gamification and the Future of Education”. Oxford: Oxford Analytica, 2017, https://doi.org/10.1016/j.ymgme.2015.09.007.Obstructive.
[22] D. Gray, S. Brown, and J. Macanufo, (2015) “Gamestorming. A Playbook for Innovators, Rulebreakers, and Changemakers.” St. Petersburg: Piter. 288p. Toyama, K. (2015) The looming gamification of higher ed. The Chronicle of Higher Education, https://www.chronicle.com/article/The-Looming-Gamification-of/233992.
[23] J. Hamari, J. Koivisto, and H. Sarsa, (2014) “Does Gamification Work? — A Literature Review of Empirical Studies on Gamification.” In Proceedings of the 47th Hawaii International Conference on System Sciences, Hawaii, USA, January 6-9, 2014.
[24] D. Pappa, L. Pannese. (2010) "Effective design and evaluation of serious games: The case of the e-VITA project." World Summit on Knowledge Society. Springer, Berlin, Heidelberg, 2010.
[25] T.L. Kingsley, M.M. Grabner-Hagen, (2015) “Gamification Questing to integrate content knowledge, literacy, and 21st-century learning”, 2015, Journal of Adolescent & Adult Literacy, volume 59, no 1, 51-61.
[26] D. Dicheva, C. Dichev, G. Agre, and G. Angelova, (2015) “Gamification in Education: A Systematic Mapping Study”, Educational Technology & Society, 2015, 18(3), 9–22. https://doi.org/10.1016/j.infsof.2015.03.007.
[27] M. S. Kuo, Y. Y. Chuang, (2016) “How gamification motivates visits and engagement for online academic dissemination – An empirical study”, Computers in Human Behavior, 2016, Volume 55, Part A, 16-27.
[28] I. Yildirim, (2017) “The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons”, Internet and Higher Education, 2017, 33, 86-92.
[29] B. Taspinar, W. Schmidt, H. Schuhbauer, (2016) “Gamification in Education: A Board Game Approach to Knowledge Acquisition”, Procedia Computer Science, 2016, Volume 99, 101-116, https://doi.org/10.1016/j.procs.2016.09.104.
[30] S. Subhash, E. A. Cudney, (2018) “Gamified learning in higher education: A systematic review of the literature”, Computers in Human Behavior, 2018, Volume 87, 192-206, https://doi.org/10.1016/j.chb.2018.05.028.
[31] J. Fox, L. Pittaway, and I. Uzuegbunam, (2018) “Simulations in Entrepreneurship Education: Serious Games and Learning Through Play”, Entrepreneurship Education and Pedagogy, 2018, 1(1), 61–89. https://doi.org/10.1177/2515127417737285.
[32] F. Bellotti, R. Berta, A. De Gloria, E. Lavagnino, A. Antonaci, F. Dagnino., M. Ott, M. Romero, M. Usart, I. S. Maye, (2014) “Serious games and the development of an entrepreneurial mindset in higher education engineering students”, Entertainment Computing, Volume 5, Issue 4, December 2014, Pages 357-366, https://doi.org/10.1016/j.entcom.2014.07.003.
[33] Fuchs, B. (2014) The Writing is on the Wall: Using Padlet for Whole-Class Engagement. Library Faculty and Staff Publications. 240. https://uknowledge.uky.edu/libraries_facpub/240
[34] Rashid, A. A., Yunus, M. M., & Wahi, W. (2019) Using Padlet for Collaborative Writing among ESL Learners. Creative Education, 10, 610-620. https://doi.org/10.4236/ce.2019.103044
[35] Buheji, M., Ahmed, D. (2020) Implicants of Zoom and Similar Apps on ‘Flip-class’ Outcome in the New Normal. International Journal of Learning and Development, 10, 3.
[36] Stefanile, A. (2020) The Transition from Classroom to Zoom and How it Has Changed Education. Journal of Social Science Research, 16, 33-40.
[37] Murugesan, S., Chidambaram, N. (2020) Success of Online Teaching and Learning in Higher Education – Covid 19 Pandemic: A Case Study Valley View University, Ghana. International Journal of Applied Engineering Research, 15, 7, pp. 735-738.
[38] Martin, L., Tapp, D. (2019) Teaching with Teams: An introduction to teaching an undergraduate law module using Microsoft Team. Innovative Practice in Higher Education, 3, 3, pp. 58-66.
[39] Tyrer, C. (2019) Beyond social chit chat? Analysing the social practice of a mobile messaging service on a higher education teacher development course. International Journal of Educational Technology in Higher Education, 16, 13.
[40] Güler, C. (2017) Use of WhatsApp in Higher Education: What’s Up with Assessing Peers Anonymously? Journal of Educational Computing Research, 55, 2, 272-289.
[41] Oliver, R. L. (1980) A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of Marketing Research, 17, 460-469.
[42] Woodruff, R., Cadotte, E., Jenkins, R. (1983) Modeling Consumer Satisfaction Processes Using Experience-Based Norms. Journal of Marketing Research, 20, 3, 296-304.
[43] Zeithaml, V. (1981) How consumer evaluation processes differ between goods and services. J. H. Donnelly – W. R. George (Eds), Marketing Services, AMA, 9, 186-190.
[44] Cronin, J. J., Taylor, S. A. (1992) Measuring Service Quality: A Reexamination and Extension. Journal of Marketing, 56, 7, 55-68.
[45] Cronin, J. J., Taylor, S. A. (1994) SERVPERF Versus SERVQUAL: Reconciling Performance-based and Perception-Minus-Expectations Measurement of Service Quality. Journal of Marketing, 58, 1, 125-131.
[46] Fornell, C. (1992) A National Customer Satisfaction Barometer: The Swedish Experiene. Journal of Marketing, 56, 1, 6-21.
[47] Gronholdt, L., Martensen, A., Kristensen, K. (2000) The relationship between customer satisfaction and loyalty: Cross-industry differences. Total Quality Management, 11, 4-6, 509-514.
[48] Yousapronpaiboon, K. (2014) SERVQUAL: Measuring Higher Education Service Quality in Thailand. Procedia – Social and Behavioral Sciences, 116, 1088-1095.
[49] Chui, T. B., Ahmad, M. S., Bassim, F. A., Zaimi, A. (2016) Evaluation of Service Quality of Private Higher Education using Service Improvement Matrix. Procedia – Social and Behavioral Sciences, 224, 132-140.
[50] Eurico, S. T., Silva, J. A. M., Valle, P. O. (2015) A model of graduates’ satisfaction and loyalty in tourism higher education: The role of employability. 16, 30-42.
[51] Savitha, S., Padmaja, P. V. (2017) Measuring service quality in higher education: application of ECSI model. International Journal of Commerce, Business and Management, 6, 5, Sep-Oct 2017.
[52] Faizan, A., Yuan, Z., Kashif, H., Pradeep, K., Nair, N., Ari, R. (2016) Does higher education service quality effect student satisfaction, image and loyalty? A study of international students in Malaysian public universities. Quality Assurance in Education, 24, 1.
[53] Randheer, K. (2015) Service quality performance scale in higher education: Culture as a new dimension. International Business Research. 8, 3, 29-41.
[54] Tsiligiris, V. (2011) EDUQUAL: measuring cultural influences on students’ expectations and perceptions in cross-border higher education. In: 4th Annual UK and Ireland Higher Education Institutional Research (HEIR) Conference, Kingston University, London, 16-17 June 2011, London.
[55] Noaman, A. Y., Ragab, A. H. M., Fayoumi, A. G., Khedra, A. M., Madbouly, A. I. (2013) HEQUAM: A Developed Higher Education Quality Assessment Model. Proceedings of the 2013 Federated Conference on Computer Science and Information Systems, 739–746.
[56] Teeroovengadum, V., Kamalanabhan, T. J., Seebaluck, A. K. (2016) Measuring service quality in higher education. Quality Assurance in Education, 24, 2, 244-258.
[57] Douglas, J., Davies, J. (2008) The development of a conceptual model of student satisfaction with their experience in higher education. Quality Assurance in Education. 16, 1, 19-35.
[58] Patterson, P., Romm, T., Hill, C. (1998) Consumer satisfaction as a process: a qualitative, retrospective longitudinal study of overseas students in Australia. Journal of Professional Services Marketing, 16, 1, 135-157.
[59] Sultan, P., Wong, H. Y. (2013) Antecedents and consequences of service quality in a higher education context: A qualitative research approach. Quality Assurance in Education, 21, 1, 70‐95.
[60] Winke, P. (2017) Using focus groups to investigate study abroad theories and practice. System, 71, 73-83.
[61] Owlia, M. S., Aspinwall, E. M. (1996) A framework for the dimensions of quality in higher education. Quality Assurance in Education, 4, 2, 12-20.
[62] Lenton, P. (2015) Determining student satisfaction: An economic analysis of the national student survey. Economics of Education Review, 47, 118-127.
@article{"International Journal of Business, Human and Social Sciences:80225", author = "Anita Kéri", title = "Online Teaching Methods and Student Satisfaction during a Pandemic", abstract = "With the outbreak of the global pandemic of COVID-19, online education characterizes today’s higher education. For some higher education institutions (HEIs), the shift from classroom education to online solutions was swift and smooth, and students are continuously asked about their experience regarding online education. Therefore, there is a growing emphasis on student satisfaction with online education, a field that had emerged previously, but has become the center of higher education and research interest today. The aim of the current paper is to give a brief overview of the tools used in the online education of marketing-related classes at the examined university and to investigate student satisfaction with the applied teaching methodologies with the tool of a questionnaire. Results show that students are most satisfied with their teachers’ competences and preparedness, while they are least satisfied with online class quality, where it seems that further steps are needed to be taken.
", keywords = "Online teaching, pandemic, satisfaction, students.", volume = "15", number = "4", pages = "218-7", }
