جستجوی مقالات مرتبط با کلیدواژه « رضایت دانشجویان » در نشریات گروه « علوم تربیتی »

The present study was conducted with the aim of determining the relationship between content creation methods and online and offline teaching methods of professors with students' satisfaction with electronic education. The research method is descriptive and survey. The statistical population of all undergraduate students who are members of online and offline classes of Mazandaran University in the academic year of 2014-2016 was 10 thousand people, and 375 people were selected using the Karjesi and Morgan table by stratified random sampling. A 39-question researcher-made questionnaire was used to collect data. The validity of the questionnaire was formally confirmed by experts and the result of Cronbach's alpha test was 0.95. The results showed that students were moderately satisfied with virtual education and there is a positive and meaningful relationship between students' satisfaction with virtual education and online and offline teaching. No significant difference was observed between satisfaction with virtual education from a demographic point of view (gender, place of residence, semester and field of study). There was a significant and positive relationship between the teacher's method of producing electronic content and students' satisfaction with electronic education. According to the results, the use of electronic education online in order to satisfy students more can be one of the main concerns of managers of educational organizations, and one of the ways to obtain satisfaction and quality of university education is to pay attention to online education. content production among professors.

In Iran, despite the increase in the number of international students, our knowledge of the factors that lead to the satisfaction of international students is very limited, therefore, this study was conducted to identify and rank the factors affecting the satisfaction of international students in Iranian universities.

The research is applied in terms of purpose. The factors affecting the satisfaction of international students were extracted from literature and classified into 7 categories and provided to students as a questionnaire. During a quarter in 2021, 532 international students from 30 different universities and 12 different nationalities answered to this questionnaire. The data were analyzed by using t-test, analysis of variance and Friedman

According to the obtained results, among the seven dimensions investigated in this study, the dimensions of technology and information technology, management and organizational programs, financial and economic costs and educational services have the greatest impact in the satisfaction of international students in Iran.

The factors affecting the satisfaction of international students in Iran in order of importance include: information technology, management and organizational programs of the university, financial and economic conditions, provision of educational services, scientific support, welfare facilities and social relations. Except for the factor of satisfaction with financial and economic conditions, there is no significant difference between the average level in the two gender groups of men and women. The importance of the factors are the same among different levels of education. Also, except for welfare facilities and social relations, the importance of factors was different among different age groups of international students.

The purpose of this study is to predict students' satisfaction with online teaching based on the virtual teaching competence of Chabahar International University professors, which is a descriptive-survey research. The statistical population of the present study consists of all students of Chabahar International University, 150 of whom were selected by simple random sampling. In order to collect research information, two questionnaires of satisfaction and quality in an online course Sebastianli et al. (2015) with a reliability of 0.70 and the qualifications of Darabi et al. (2006) with a reliability of 0.80 have been used. The results of the regression test in order to examine the research hypotheses show that the variable of virtual teaching competencies has the ability to predict the variable of students' satisfaction by 0.301. Also, the variables of virtual teaching competencies are the ability to predict the content and structure of the online teaching course, the difficulty of the online teaching course, teacher-student and student-student interactions in the online teaching course and facilitator support in the online teaching course by 0.278, respectively. , 0.254, 0.377 and 0.301. According to the obtained results, it can be concluded that the virtual teaching competencies of Chabahar International University professors can facilitate students' ability to predict online teaching in terms of content and structure, course difficulty, teacher-student and student-student interactions and support. In other words, professors 'virtual teaching competencies can affect students' satisfaction in online teaching.

The aim of this study was to explore students’ readiness for e-learning during Covid-19, determining learner satisfaction with online learning experiences and their relations with students’ success. A descriptive-analytical research design and Spearman correlation coefficient were used in this study. Population under study, which was considered as the sample, included students of a course in a post-graduate program in an engineering school at a research university in Iran.  Instruments for measuring the two independent variables were two questionnaires: i) e=Learning Readiness, and ii) User Satisfaction Scale. Furthermore, continuous assessment by the instructor during the teaching-learning process was used a measure of student performance. Findings indicated that there was a strong relationship between students’ readiness for e-learning and student performance (=ρ.89). Furthermore, the correlation between learner satisfaction and performance was also strong ( =.86). Although the sample size in this study was small, due to strong correlation coefficients between independent variables and the dependent variable, the two hypothesis are statistically significant (p≤0.05).  Although, the target population in this study was post-graduate students, the findings may be generalized to undergraduates as well.  Therefore, students' academic success in online courses and their satisfaction with the system affect their preferences for how they learn, self-directed learning, learning habits, ability to work with computer tools, and technological skills. This readiness skill is composed of five factors: 1) self-directed learning; 2) learning preferences; 3) technology skills; 4) Study habits; 5) computer equipment capabilities. These five factors have been already in focus of attention by « Penn State » and some other universities. Based on the results, towards, making e-Learning courses and programs of high quality, there is need for enabling students in the five areas, above-mentioned. However, quality in e-learning, in addition to students’ readiness, requires that academic members are e-teachers and use a continuous assessment of learning during the teaching-learning process. By measuring the usability of e-learning systems, students' satisfaction can be measured and action can be taken to improve it.

The purpose of this study was to investigate the effect of perceived quality of university website on graduate studentschr('39') satisfaction in Shahid Chamran University of Ahvaz. The research was applied and in terms of data collection method, it was causal descriptive-survey. The statistical population of the study was all graduate students in Shahid Chamran University of Ahvaz based on the statistics of the universitychr('39')s website which was 4,441 individuals. The sample size was calculated based on Morgan table and 379 people were non-randomly selected through convenience (voluntary) sampling method. A researcher-made questionnaire was used to collect data. The research questionnaire was developed for website quality variable according to ISO 9126 standard indices and components of al-Shamale model (2015).  Huang and Wong (2002) tool was used for studentschr('39') satisfaction variable. Structural Equation Statistical Modeling and Emus software were used for data analysis. The results showed that the fit indices of model were in good order. In addition, testing the hypotheses showed that the quality of the academic website had impact on student satisfaction. Also, the results of sub-hypotheses test showed that micro-quality indices such as reliability, efficiency, maintainability, transferability, website design, and responsiveness, ease of use, accessibility and privacy affect satisfaction. This relationship was not significant for site operation.

The purpose of this study was to design and validate the quality of educational services based on student satisfaction based on Khan model. The research method was qualitative and quantitative and the statistical population for the qualitative section was 20 faculty members and experts of the Islamic Azad University and in the quantitative section all the students of the Islamic Azad University of Mashhad were 32,000. According to Cochran's formula, 384 people were selected as a statistical sample by simple random sampling. Data collection tools included interviews and a 57-item researcher-made questionnaire tailored to Khan. After confirmation of validity (judgment of experts and professors) and reliability (Cronbach's alpha calculation 0.92) was distributed among students of Islamic Azad University, Mashhad Branch. Descriptive and inferential statistical methods were used to analyze the data. In descriptive statistics, the central index and dispersion such as mean, standard deviation and in the inferential part of exploratory and confirmatory factor analysis at 95% confidence level with SPSS software. S18 and PLS version 3 were performed. Based on the analysis of qualitative data obtained from in-depth and exploratory interviews and coding and analyzing the content of the interview text and at the same time their compliance with theoretical foundations, the results showed that the organizational dimension with a factor load of 0.589 in the direction of identified factors. Effective in student satisfaction is the most important and after technology with a factor load of 0.511 is the least important.

The purpose of this study was to investigate the effect of mixed learning on the academic performance of students of the University of Law Enforcement Sciences and their level of satisfaction with the professor and his teaching method in the master's degree. Our research was a quasi-experimental study using a pre-test-post-test design with a control group. The research sample group was 36 students of FATA Police Cyber ​​Security Master's Degree Engineering who had registered for the research method course in 1398. To measure the academic performance of the two groups, a researcher-made test was administered twice at the beginning and end of the semester. The reliability of this tool was calculated using Cronbach's alpha of 83% and its validity using 86% content validation method. According to the findings of this study, although the positive effect of the mixed approach on academic performance was not significant, but this finding does not show the inefficiency of the learning management system and implementation of the mixed approach, because certain characteristics of some subjects in the experimental group or effective teaching method in The control group is one of the factors that have achieved the obtained results, but a positive and significant effect was seen on the level of student satisfaction. Carrying out homework for students also made them more satisfied with the teaching method.

This research was conducted with the aim of evaluating the student's satisfaction with the educational, research, welfare and administrative services of the Markazi Province technical and vocational university. The research method is descriptive-survey and the statistical population consists of students of technical and vocational university of Markazi Province who were randomly selected using Morgan table. A questionnaire was used to collect the required information and analyze the findings. In this research, content validity was used to determine the validity of the questionnaire. Cronbach's alpha method was used to determine reliability. In order to analyze the data using SPSS software and One-sample t-test was used. The findings showed that considering the significant level for educational, research and welfare services is less than 0.05, the average level of each of these services is significantly different from the number 3. The average level of educational services was higher than the average, and the average level of research and welfare services was lower than the average. In the case of administrative services, the average level of administrative services is not significantly different with the number 3.

This study aimed to investigate the effects of blended instruction approach on students’ academic performance and their satisfaction. The research method is quasi-experimental in which the pretest-posttest with the control group design is employed. The population and sample comprises of Educational undergraduates of University of Isfahan who enrolled in “Integration of Information and Communication Technologies into Curriculum” unit (n=36). The participants assigned randomly into two groups; the treatment group received instruction in blended mode using Moodle, while the control group received instruction in the conventional way. In order to evaluate the students’ academic performance, a teacher made test is performed two times, i.e. at the beginning and end of semester. The reliability of the instrument determined by means of the Cronbach’s alpha (0/83) and its validity considered through content validity. Students’ satisfaction scores, however, extracted from the UoI Office of Monitoring and Evaluation records in Golestan System regarding the instructor evaluation. Data were analyzed using multivariate analysis of covariance method. Based on the research findings, although blended instruction did not affected students’ academic performance significantly (p<0/05), it influenced learners’ satisfaction significantly.

Internal evaluation is, as the initial phase of accreditation model, perceived as an important step in promoting university quality. In internal evaluation, however, since evaluation occurs at department level, it doesn’t take into account such other levels beyond the department as library, internet services etc. Therefore, the present paper aims to investigate college level services offered to students. These services encompass a wide variety of services at college level including “electronic services”, “information technology and library”, “interaction”, “physical environment and welfare services”, “administrative services” and “teaching-learning process”. In doing so, a descriptive-survey method was applied. The target population consisted of all students of a comprehensive university and a technical university, from whom 180 students were selected respectively using stratified sampling method. To gather data, an 87 item researcher made questionnaire with Chronbach’s alpha of 0.96 was implemented. To analyze data, descriptive and inferential statistics were applied. Findings show that: 1) there is a gap between actual condition of service quality and students’ expectations of these services, and 2) there exists a significant difference between students’ satisfaction with the services at both universities.

his research is done with aim of evaluation of the quality of college students’ lives at the Tehran’s public universities through survey method, using a researcher-made questionnaire. The statistical population of the study consisted of 500 randomly chosen undergraduate students. The validity of the questionnaire has been verified based on the tested questions of similar researches and views of experts. The reliability has been estimated by using Alpha Cronbach’s index by pre-test of 20 samples about 0.84. The quality of the college life of students has been evaluated significantly lower than average and the quality of college life of non-native students is significantly higher than the quality of college life of native students. Three main components of the sociocultural relations and leisure, life location and campus general space are the multiplier of college life quality. In the contrary, four main components of the access facilities, sports, pleasure and welfare services, physical health and treatment and the health and food quality of student restaurants are the reducer of college life quality. Moreover, three main components of the education and educational services, faculty members and personal growth and job prospects are reported at the intermediate level. To confront with some higher education challenges so as learning motivation, quality, native selection, sociability, international engagement and attracting foreign students, the effort to improve the quality of college life students should become to one of the core axes of the academic governance, policy making, planning and financial, physical and structural management of higher education system, universities and higher education institutes.

This research has been done with aim to investigate agriculture student's satisfaction regarding educational quality in higher agricultural education. This research has been accomplished by survey method. The statistical society of this research has been consisted of all agricultural students of the Gorgan University of Agricultural Sciences and Natural Resources (N=1618).The sample size (n=180) has been determinated by Cochran's formula and respondents has been selected by stratified sampling technique. Data has been gathered by a researcher-made questionnaire, including five-components set of indicators of agricultural education quality. Gathered data has been analyzed by SPSS. This set of indicators of student's satisfaction could be considered an alternative measures of education quality in the agricultural higher education. Using SPSS, gathered data was analyzed. According to the research findings, the most of student's satisfaction level regarding to educational quality is low and average. In addition, there is a significant negative correlation between age with quality of “content, educational methods and curriculum” and significant positive correlation between hope of skill and occupational preparing with quality of “teaching and performance of educators”, academic achievement with quality of “content, educational methods and curriculum”, and scientific field trips with quality of “educational infrastructures, facilities and supporting affairs”. Conceptual processing of student's satisfaction regarding to educational quality has been led to “Web of Total Development Management of Educational Quality”.