RRL

Thesis Statement: Student remote learning dissatisfaction in the pandemic decreases

students’ retention desire.

2017 above
International then Philippines

Note

 assumptions some or most researchers seem to make

 methodologies, testing procedures, subjects, material tested researchers use
 experts in the field: names/labs that are frequently referenced
 conflicting theories, results, methodologies
 popularity of theories and how this has/has not changed over time

Skim

1. Claims, conclusions, and findings about the constructs you are investigating

2. Definitions of terms

3. Calls for follow-up studies relevant to your project

4. Gaps you notice in the literature

5. Disagreement about the constructs you are investigating

Student Satisfaction
Note the following:

 Findings that are common/contested

 Important trends in the research
 The most influential theories

Definition
(X Zeng & T Wang, 2021)
Methods
Student online learning satisfaction has been examined by comparing student online learning
satisfaction with student face-to-face learning satisfaction in the lecture courses.

Student online learning satisfaction can be review by comparing this form of learning with the
satisfaction of face-to-face student’s satisfaction, but there should be an emphasis on finding,
describing, and analyzing deeply the following elements: the content of lessons, activities utilized, how
students interacted, how students and their instructor interacted, and how the student learning was
assessed in the face-to-face courses and in the online courses, and where differences in student
satisfaction with online learning and face-to-face learning is rooted. (X Zeng & T Wang, 2021)

Claims
When students are not satisfied with an online course, it is important to understand what elements in
the online course contribute to student dissatisfaction.

X Zeng & T Wang (2021) claimed that understanding elements contributing student
dissatisfaction is critical in studying student satisfaction in remote-learning. On this the two
researchers are certain that students are more satisfied with online courses, which include both
asynchronous and synchronous components (according to 8 studies), and students’ individual
differences affect their responses to online learning, but instructors can positively influence student
satisfaction by proactively modifying elements of online courses.

According to 8 studies,

Students differ in various ways, and student individual differences affect online learning (Kauffman,
2015). In spite of the student individual differences, instructors can actively support student learning
satisfaction through modifying elements in online courses.

Muzammil, Sutawijaya, Harsasi, (2019) claimed there are positive effects to student satisfaction by the
beneficial student engagements in all the interaction patterns they named: interactions between
students, interactions between students and tutors, and student interactions with content.
Contrasts
Research findings have not been consistent, with some research showing similarity in student
satisfaction between the online course and the face-to-face course (e.g., Garratt-Reed, Roberts, &
Heritage, 2016; Yen, Lo, Lee, & Enriquez, 2018) and other research indicating that students are more
satisfied with a face-to-face course than an online course (e.g., Dinh & Nguyen, 2020; Tratnik, Urh, &
Jereb, 2019).

Faculty favoring virtual education claim there is more interaction online than in face-to-face classes and
that online students are more actively immersed in the course content. Opponents counter that online
course creation is too time intensive and that there is limited contact among online students compared
to face-to-face learners. When it comes to the topic of online versus face-to-face classes, almost
everyone has an opinion.

Research Gap

the study did not further describe what the content was taught, what the learning 185 activities were,
how students interacted, how students and their instructor interacted, and how the student learning
was assessed in the face-to-face courses and in the online courses, and why there were differences in
student satisfaction with online learning and face-to-face learning. Because of the limit of one single
study for identifying different elements in online learning that contribute to student satisfaction, it is
important to summarize different studies to provide more information about how elements of online
learning influence student online learning satisfaction to inform the design of more satisfying online
courses.

We also expect that future studies can continue to refine this research by analyzing more deeply, for
example by qualitative research, which interaction factors can strengthen student engagement.

Student Satisfaction and Retention

Note the following:

 Findings that are common/contested

 Important trends in the research
 The most influential theories

Contrasts

Zeng, X., & Wang, T. (2021). College Student Satisfaction with Online Learning during COVID-19: A
review and implications. International Journal of Multidisciplinary Perspectives in Higher Education, 6(1),
182-195.