STUDENTS’ SATISFACTION AND PREFERENCES TOWARDS ONLINE LEARNING IN THE POST-PANDEMIC ERA

Abstract

With the advent of technological advancements, online learning has emerged as a transformative force in education over the years, revolutionizing the way people acquire knowledge and skills. It was not until the COVID-19 pandemic that online learning fully took hold in the global educational system. As the world recovers, the traditional face-to-face educational setting is restored. However, the air surrounding the discussion of online learning seems to have changed. The world is now more illuminated with an even higher appreciation for online learning and the potential it musters. Lessons, assessments, and seminars by institutions alike continue to be held online on top of the face-to-face setting. This paper therefore aims to explore the post-pandemic era of online learning, focusing on identifying the preferences and level of satisfaction with online learning among higher education students. The findings revealed that the students’ satisfaction and preferences towards the implementation of online learning were high. Students perceived that online learning helped aid in their learning process. Of the three examined dimensions, the lecturer dimension was found to be the main factor affecting students’ satisfaction with online learning. The learner and technological dimensions were strongly correlated with students’ preferences towards online learning. Considering how online education has changed over time, it is hoped that the findings of this study will help educational policymakers and stakeholders build an inclusive and resilient online education in the present post-pandemic era, fostering a better learning environment and ensuring equitable educational opportunities for all in the future.

Keywords: Online learning, student satisfaction, student preferences, post-pandemic.