AMBIENTUM BIOETHICA BIOLOGIA CHEMIA DIGITALIA DRAMATICA EDUCATIO ARTIS GYMNAST. ENGINEERING EPHEMERIDES EUROPAEA GEOGRAPHIA GEOLOGIA HISTORIA HISTORIA ARTIUM INFORMATICA IURISPRUDENTIA MATHEMATICA MUSICA NEGOTIA OECONOMICA PHILOLOGIA PHILOSOPHIA PHYSICA POLITICA PSYCHOLOGIA-PAEDAGOGIA SOCIOLOGIA THEOLOGIA CATHOLICA THEOLOGIA CATHOLICA LATIN THEOLOGIA GR.-CATH. VARAD THEOLOGIA ORTHODOXA THEOLOGIA REF. TRANSYLVAN
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Authors: ELISABETA BUTOI, OANA ADRIANA GICĂ, ZSOLT BESSEL.
DOI: 10.24193/subbnegotia.2022.3.04
Article history: Received 31 August 2022; Revised 19 September; Accepted 27 September 2022; Available online 25 October 2022; Available print 25 November 2022.
pp. 69-84
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The Covid-19 outbreak forced educational institutions to shift from face-to-face to online teaching-learning in a very short time. The students and teachers had to learn by doing and to adapt quickly. Therefore, the focus of this study was to examine the main determinants of students’ perceived learning experience and satisfaction with the online classes. The data was gathered from bachelors’ students. The quantitative approach was implemented to analyse the subject. The findings show positive influence of faculty support, course design and students’ involvement on the students’ perceived learning experience through the e-learning platform and online classes. The student satisfaction with online teaching-learning is predicted by the perceived learning experience through the e-learning platform and online classes. The findings also emphasize the role of information and communication technologies (ICTs), as in the digital era the use of e-learning platforms is essential for the educational institutions.
Keywords: online teaching-learning, student’s satisfaction, learning experience, faculty support, course design, students’ implication, e-learning platform, Covid-19 pandemic
JEL Classification: M10, M12, M15, M54
