Examining Students’ Interaction and Satisfaction with Online Learning

Abstract

Technology has made it possible for the higher education ecosystem to adapt to the different needs of students and to interact with them remotely when face-to-face interaction is impossible. This study aimed to investigate the relationship between interaction and online learning satisfaction and whether this relationship is mediated by academic self-efficacy and student engagement among 175 Bosnian high school students during the COVID-19 pandemic. The questionnaire was used to collect the data from the participants. The findings suggested that the participants feel confident while using the Internet, are pretty self-directed, and do not lack interactions or satisfaction with online learning. In addition, the findings indicated that while grade level and GPA do not significantly influence students' satisfaction levels, the amount of time spent online and gender significantly influence it, with males reporting higher levels of satisfaction. There is no correlation between gender or the amount of time spent online and online interaction. However, grade level and grade point average have a significant impact. Further, studies show that students who put less effort into their studies are much more likely to be satisfied with the online learning environment. Time spent online substantially affects internet self-efficacy and self-regulated learning, while grade, GPA, and gender have little to no effect. The results of this investigation may help educators design virtual classrooms that stimulate student engagement, discussion, confidence in using the web for learning, and self-directed study. Online learning will become more efficient as a result of this.