Satisfaction with Online Distance Learning
Evaluating the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model
DOI:
https://doi.org/10.24191/cplt.v11i1.2036Keywords:
attention; relevance; confidence; satisfaction; online distance learning (ODL)Abstract
COVID-19 has turned Malaysia's educational setting at all levels from conventional classrooms to a full-fledged online distance learning (ODL) environment. Thus, examining student satisfaction with the ODL post-pandemic is crucial and needs to be examined. By applying the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation model, this study aimed to explore how attention, relevance, and confidence can predict student satisfaction with online learning. Employing convenience sampling, the data were collected from undergraduate students of the Universiti Teknologi MARA (UiTM) Seremban 3 Campus, Malaysia. Based on Krejcie and Morgan's (1970) table for determining sample size for a given population (N=5000), 381 samples were selected, and a final valid of 268 students participated in this study. Correlational results have proved that all independent variables were significantly influencing student satisfaction. The study also found that relevance emerged as a significant predictor of student satisfaction with online learning. This study suggests that universities and educators must employ strategies to enhance students' online learning satisfaction. This research is essential since it provides evaluation results to the universities, which the results could be used to promote higher-quality learning and education.
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