Students’ (Dis)satisfaction with Synchronous Online Learning in Times of COVID-19 Essaouira Higher School of Technology as Case Study

Main Article Content

Adil El Filali

Abstract

This paper measures the effects of COVID-19 on university students’ learning performance. Students’ degree of (dis)satisfaction with real-time virtual instruction is a determining factor in their achievement. This variable (students’ degree of (dis)satisfaction) may better be understood with reference to the barriers that face students regarding their synchronous virtual learning. Specifically, highlighting the impact of the pandemic on such mode of learning helps identify and explore such barriers. To this end, two crucial aspects are worthy of mention. While the first concerns the students’ degree of (did)satisfaction with the learning mode in focus, the second focuses on the difficulties who students encounter in such mode of learning. Methodologically, data was collected through an online questionnaire distributed to 101 students at the Higher School of Technology –Essaouira. The data analysis phase consists of both the students’ responses and their comments. The former is analysed quantitatively, while the latter are analysed on the basis of the themes emerging from them. The study demonstrates that most participants hold fewer positive attitudes towards real-time online courses particularly during this period of crisis. It also shows that most students encounter many difficulties while learning English synchronously, which makes them favour in-class settings over the synchronous ones. The importance of this study lies in that it helps get an insight into the students’ views of and experience with real-time online learning during COVID -19. The study, however, may call for further research associated with other issues different from the one under investigation.

Article Details

How to Cite
El Filali, A. . (2022). Students’ (Dis)satisfaction with Synchronous Online Learning in Times of COVID-19: Essaouira Higher School of Technology as Case Study. The Journal of Quality in Education, 12(19), 78–90. https://doi.org/10.37870/joqie.v12i19.303
Section
Articles

References

Bacheva, V. (2018). Social aspects of synchronous virtual learning environments. AIP Conference DOI: https://doi.org/10.1063/1.5082050

Proceedings, 2048.

Benhima, M. & Benabderrazik, M (2020). The role of using information technology in the motivation

of Moroccan English Department students during COVID-19 Quarantine. The Journal of

Quality in Education, 10 (16), 22-47.

Bolliger, D. U. & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and DOI: https://doi.org/10.1080/01587910902845949

Learning. Distance Education, 30 (1), 103-116.

Comeaux, P. (2004). Assessing Online Learning. Jossey-Bass. Eric.

Cuadrado-Garcia Manuel et al. (2010). Are there gender differences in e-learning use and assessment?

Evidence from an interuniversity online project in Europe. Procedia. Social and Behavioural

Sciences, (2), 367-371.

Dziuban, C. et al. (2015). Student Satisfaction with online learning: is it a psychological contract? DOI: https://doi.org/10.24059/olj.v19i2.496

Journal of Asynchronous Learning Network, (19) 2, 1-15.

Fanous, L. (2020). The impact of Asynchronous and synchronous e-feedback on EFL learners’ writing

skills. Retrieved from: https://www.awraqthaqafya.com/825/ 13 March 2021.

Francescucci, A. & Rohani, L. (2019). Exclusively synchronous online (VIRI) learning: the impact on

student performance and engagement outcomes. Journal of Marketing Education, 41 (1), 60-

Johnson, J. et al. (2005). Faculty and Student perceptions of web-based learning: Bring online

education programs to understand communities. American Journal for Nurse Practitioners, 9 (4), 9-18.

Keengwe, J. & Kungu, K. (2019). Handbook of Research on Cross-cultural Online Learning in DOI: https://doi.org/10.4018/978-1-5225-8286-1

Higher Education. IGI Global

Landow, M. V. (2006) (Ed.). Stress and Mental Health of College Students. New York:

Nova Science Publishers.

Lawrence, T. (2008). Online and Distance Learning: Concepts, Methodologies, and Applications.

Herhey: Information Science Reference.

Palloff, R. M. & Pratt, K. (2003). The Virtual Student: A Profile and Guide to Work with Online

Learners. San Francisco, CA: Jossey-Bass

Peters, O. (2004). Learning and Teaching in Distance Education. Pedagogical Analyses and

Interpretations in an international Perspective. London: Routledge Falmer.

Simonson, M. & Schlosser, C. (Eds.). (2017). Quarterly Review of Distance Education, 18 (3).

Information Age Publishing.

Sistek C. & Cynthia, M. (2020). Exploring Online Learning through Synchronous and Asynchronous

Instructional Methods. IGI Global.

Topala, I. & Tomozii, S. (2014). Learning satisfaction: validity and reliability testing for students

learning satisfaction questionnaire, Procedia - Social and Behavioural Sciences, 128, 380-386.

Viet, A. N. (2016). Examining students’ satisfaction while online learning activities in blended

learning course: a case study. Proceedings of ICERI 2016 Conference, 14th – 16th 2016,

Seville, Spain.

Wright, R. D. (2015). Student- Teacher Interaction in Online Learning Environments. Information Science Reference. DOI: https://doi.org/10.4018/978-1-4666-6461-6