Students’ Satisfaction with Online and Traditional Teaching

10th International Scientific Conference Technics, Informatics and Education – TIE 2024, str. 206-212

АУТОР(И) / AUTHOR(S): Gordana Rendulić Davidović , Milena Damnjanović , Verica Gluvakov

Download Full Pdf  

DOI: 10.46793/TIE24.206RD

САЖЕТАК /ABSTRACT:

Students’ satisfaction in higher education is a multifaceted concept that encompasses a wide range of factors influencing the overall student experience. Universities place significant importance on understanding and measuring this satisfaction as it provides essential insights into the effectiveness of their academic offerings and support services. By focusing on students’ satisfaction, institutions can identify areas for improvement and tailor their approaches better to meet the diverse needs and expectations of their students. This paper compares students’ satisfaction with online and traditional teaching methods at two technical faculties in the Republic of Serbia. The study involved 259 students who completed a questionnaire with closed questions in digital format using Google Forms surveys. Research findings indicate that students reported higher satisfaction with classroom teaching (M=3.994, SD=0.91145) compared to online teaching (M=3.8319, SD=0.91832), although the difference is relatively small. The factors that most significantly influence students’ satisfaction with teaching include clearly defined assessment criteria, feedback on assignments, availability of literature in digital repositories, and the practical application of knowledge to solve real-world problems. The limitation of this study is that it focuses solely on students’ perceptions, disregarding perceptions of other stakeholders.

КЉУЧНЕ РЕЧИ / KEYWORDS: 

Students’ satisfaction; higher education; online teaching; traditional teaching; technical faculty

ПРОЈЕКАТ / ACKNOWLEDGEMENTS:

This study was supported by the Ministry of Science, Technological Development and Innovation of the Republic of Serbia, and these results are parts of the Grant No. 451-03-66/ 2024-03/200132 with University of Kragujevac – Faculty of Technical Sciences Čačak.

ЛИТЕРАТУРА / REFERENCES:

  1. Saiz-Manzanares, M. C., Casanova, J., Lencastre, J. A., Almeida, L. (2022). Student satisfaction with online teaching in times of COVID-19. Comunicar, 30(70), 35-45. doi: 10.3916/C70-2022-03J.
  2. Weerasinghe IS, Fernando RL. (2017). Students’ satisfaction in higher education. American Journal of Educational Research 5(5), 553-559, doi: 10.12691/education-5-5-9
  3. Ćirić, M. R., Brkanlić, S., Vučurević, T., & Popović, S. (2015). The influence of human factor on student satisfaction in higher education institutions. Ekonomija: teorija i praksa, 8(3), 17-33. doi: 10.5937/etp1503017C
  4. Mulyono, H., Hadian, A., Purba, N., & Ramono, R. (2020). Effect of Service Quality Toward Student Satisfaction and Loyalty in Higher Education. The Journal of Asian Finance, Economics and Business, 7(10), 929–938. doi: 10.13106/JAFEB.2020.VOL7.NO10.929 
  5. Salama, R., & Hinton, T. (2023). Online higher education: current landscape and future trends. Journal of Further and Higher Education, 47(7), 913–924. doi: 10.1080/0309877X.2023.2200136
  6. Cvijanović, D., Mandarić, M., Ognjanović, J., & Sekulić, D. (2021). Students’ satisfaction with teaching before and during Covid-19 pandemic. Marketing, 52(4), 271-282. doi: 10.5937/mkng2104271C
  7. Zeqiri, J., Kareva, V. and Alija, S., (2021). Blended learning and student satisfaction: The moderating effect of student performance. Business Systems Research: International Journal of the Society for Advancing Innovation and Research in Economy, 12(2), 79-94. doi: 10.2478/bsrj-2021-0020
  8. Appleton-Knapp, S. L., & Krentler, K. A. (2006). Measuring Student Expectations and Their Effects on Satisfaction: The Importance of Managing Student Expectations. Journal of Marketing Education, 28(3), 254-264. doi: 10.1177/0273475306293359
  9. Icli, G., & Anil, N. (2014). The HEDQUAL Scale: A New Measurement Scale of Service Quality for MBA Programs in Higher Education. South African Journal of Business Management, 45, 31-43. doi: 4102/sajbm.v45i3.129
  10. Blundell, C. N., Mukherjee, M., & Nykvist, S. (2022). A scoping review of the application of the SAMR model in research. Computers and Education Open, 3, 100093. doi: 10.1016/j.caeo.2022.100093
  11. Palmer, S. R., & Holt, D. M. (2009). Examining student satisfaction with wholly online learning. Journal of computer assisted learning, 25(2), 101-113. doi: https://doi.org/10.1111/j.1365-2729.2008.00294.x
  12. Allen, M., Bourhis, J., Burrell, N.,& Mabry, E. (2002). Comparing Student Satisfaction With Distance Education to Traditional Classrooms in Higher Education: A Meta-Analysis, American Journal of Distance Education, 16(2), 83-97, doi: 10.1207/S15389286AJDE1602_3