Factors contributing to students’ satisfaction in online learning: A proposed framework for CLIL classes
This research explores the factors contributing to students' satisfaction in online learning, particularly in Content and Language Integrated Learning (CLIL) classes. Through a literature review, three primary factors were identified as crucial determinants of student satisfaction: online self...
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| Format: | Article |
| Language: | English |
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Universitas Muhammadiyah Malang
2024-11-01
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| Series: | English Learning Innovation |
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| Online Access: | https://ejournal.umm.ac.id/index.php/englie/article/view/37256 |
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| author | Khoiriyah Khoiriyah Muhammad Firza Thoriq Sholahuddin Ananta Benny Dele Bintang |
| author_facet | Khoiriyah Khoiriyah Muhammad Firza Thoriq Sholahuddin Ananta Benny Dele Bintang |
| author_sort | Khoiriyah Khoiriyah |
| collection | DOAJ |
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This research explores the factors contributing to students' satisfaction in online learning, particularly in Content and Language Integrated Learning (CLIL) classes. Through a literature review, three primary factors were identified as crucial determinants of student satisfaction: online self-efficacy, self-regulated learning, and online interaction. Online self-efficacy encompasses students' confidence in their abilities to complete online courses, communicate with peers and instructors, and manage course technologies. Self-regulated learning strategies, such as strategic planning, time management, and help-seeking, positively influence both student satisfaction and academic achievement. The quality and type of online interactions, including teacher-student, student-student, and student-content interactions, significantly impact satisfaction levels. The findings suggest that effective online learning environments should foster student engagement through quality interactions, provide adequate technological support, and promote self-directed learning strategies. The research also highlights the importance of classroom climate and online learning in enhancing student satisfaction. Educational institutions should prioritize enhancing the quality of online interactions, training educators in effective online teaching practices, and expanding technological resources to better meet student needs. Future research should employ mixed methods to gain deeper insights into student experiences and satisfaction, contributing to a comprehensive understanding of online learning dynamics.
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| format | Article |
| id | doaj-art-5723a836775844049666a8fffcc43dce |
| institution | OA Journals |
| issn | 2723-7400 2723-7419 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Universitas Muhammadiyah Malang |
| record_format | Article |
| series | English Learning Innovation |
| spelling | doaj-art-5723a836775844049666a8fffcc43dce2025-08-20T02:07:19ZengUniversitas Muhammadiyah MalangEnglish Learning Innovation2723-74002723-74192024-11-016110.22219/englie.v6i1.37256Factors contributing to students’ satisfaction in online learning: A proposed framework for CLIL classesKhoiriyah Khoiriyah0Muhammad Firza Thoriq Sholahuddin1Ananta Benny Dele Bintang2English Language Education Department, Universitas Muhammadiyah Malang, Malang, East java, IndonesiaEnglish Language Education Department, Universitas Muhammadiyah Malang, Malang, East java, IndonesiaEnglish Language Education Department, Universitas Muhammadiyah Malang, Malang, East java, Indonesia This research explores the factors contributing to students' satisfaction in online learning, particularly in Content and Language Integrated Learning (CLIL) classes. Through a literature review, three primary factors were identified as crucial determinants of student satisfaction: online self-efficacy, self-regulated learning, and online interaction. Online self-efficacy encompasses students' confidence in their abilities to complete online courses, communicate with peers and instructors, and manage course technologies. Self-regulated learning strategies, such as strategic planning, time management, and help-seeking, positively influence both student satisfaction and academic achievement. The quality and type of online interactions, including teacher-student, student-student, and student-content interactions, significantly impact satisfaction levels. The findings suggest that effective online learning environments should foster student engagement through quality interactions, provide adequate technological support, and promote self-directed learning strategies. The research also highlights the importance of classroom climate and online learning in enhancing student satisfaction. Educational institutions should prioritize enhancing the quality of online interactions, training educators in effective online teaching practices, and expanding technological resources to better meet student needs. Future research should employ mixed methods to gain deeper insights into student experiences and satisfaction, contributing to a comprehensive understanding of online learning dynamics. https://ejournal.umm.ac.id/index.php/englie/article/view/37256Student SatisfactionOnline Self-EfficacySelf-Regulated LearningOnline InteractionCLIL Classes |
| spellingShingle | Khoiriyah Khoiriyah Muhammad Firza Thoriq Sholahuddin Ananta Benny Dele Bintang Factors contributing to students’ satisfaction in online learning: A proposed framework for CLIL classes English Learning Innovation Student Satisfaction Online Self-Efficacy Self-Regulated Learning Online Interaction CLIL Classes |
| title | Factors contributing to students’ satisfaction in online learning: A proposed framework for CLIL classes |
| title_full | Factors contributing to students’ satisfaction in online learning: A proposed framework for CLIL classes |
| title_fullStr | Factors contributing to students’ satisfaction in online learning: A proposed framework for CLIL classes |
| title_full_unstemmed | Factors contributing to students’ satisfaction in online learning: A proposed framework for CLIL classes |
| title_short | Factors contributing to students’ satisfaction in online learning: A proposed framework for CLIL classes |
| title_sort | factors contributing to students satisfaction in online learning a proposed framework for clil classes |
| topic | Student Satisfaction Online Self-Efficacy Self-Regulated Learning Online Interaction CLIL Classes |
| url | https://ejournal.umm.ac.id/index.php/englie/article/view/37256 |
| work_keys_str_mv | AT khoiriyahkhoiriyah factorscontributingtostudentssatisfactioninonlinelearningaproposedframeworkforclilclasses AT muhammadfirzathoriqsholahuddin factorscontributingtostudentssatisfactioninonlinelearningaproposedframeworkforclilclasses AT anantabennydelebintang factorscontributingtostudentssatisfactioninonlinelearningaproposedframeworkforclilclasses |