Exploring the effects of e-learning readiness and psychological distress on graduate students' e-learning satisfaction during the COVID-19 pandemic: A descriptive study from Lebanon.
Heliyon
; 10(12): e33257, 2024 Jun 30.
Article
em En
| MEDLINE
| ID: mdl-39022028
ABSTRACT
The COVID-19 pandemic triggered a substantial surge in e-learning adoption, impacting students' lives and well-being. This study investigates factors influencing student satisfaction with e-learning in Lebanon during the pandemic, with a focus on disparities between public and private education sectors. Utilizing an online survey and convenience sampling techniques, we gathered data from 307 graduate students representing both sectors. Employing regression-based methods, our study identifies instructor readiness as the most influential factor affecting e-learning satisfaction (ß = 0.483, p < 0.001). Moreover, it reveals that heightened psychological distress diminishes student satisfaction (ß = -0.189, p = 0.013). Additionally, students exhibit varying learning preferences, with a clear preference for hybrid (66 %) and face-to-face (27 %) learning over online alternatives (7 %). Our study concludes by emphasizing the imperative of enhancing public education sector e-learning infrastructure and providing adapted psychological services to address the impact of the COVID-19 pandemic and future crises effectively.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Idioma:
En
Revista:
Heliyon
Ano de publicação:
2024
Tipo de documento:
Article
País de afiliação:
Líbano
País de publicação:
ENGLAND
/
ESCOCIA
/
GB
/
GREAT BRITAIN
/
INGLATERRA
/
REINO UNIDO
/
SCOTLAND
/
UK
/
UNITED KINGDOM