The Online Learning Satisfaction Among Students of Jining Normal University: Inputs to Learning Management System

Abstract

Under the background of global informatization, multimedia and network technology are rapidly changing people's lives and learning styles. As a new teaching mode, online education allows teachers to fully use various network resources to provide services for distance education. It constructs a learner-centered teaching mode and optimizes teaching resources to the maximum.

With the continuous development of online learning, student satisfaction has gradually become an important indicator for measuring the learning effect. Determining the factors that influence online learning satisfaction among college students is of great significance for improving online learning.

By a review of the literature, this study finds that the primary attributes of college students, resources, platforms, teachers, school facilities, and interactions relating to online courses affect the online learning satisfaction of college students.

Four hundred questionnaires were distributed in this study, and then SPSS and Excel were used to sort out and analyze the data. The study finds that the college students' grades, online course resources, platform, and interaction significantly impacted their online learning satisfaction. In contrast, teachers and school facilities had no significant impact on that.

The influence of grades owes to the differences in computer operation skills of college students. Hence, it is necessary to strengthen students' autonomous learning ability and information literacy. For learning resources, it is proposed that the practicality and richness of course content be ensured. Also, teachers should provide resources according to the actual needs of students. Given the course platform, the study suggests that operators should do an excellent job in the maintenance of the server, improve the configuration of the platform services, and improve the operation speed of the website to ensure its stable accessibility. As for course interaction, this study suggests that teachers should actively adopt different ways to enhance the interaction to make up for the adverse effect of teacher-student separation in online learning.