Student Satisfaction in Online Learning: The Modulating Role of Academic Programs and Demographic Profiles

This study examined the satisfaction levels of undergraduate students with online learning across five specific areas: instructor, technology, course setup, interaction, outcomes, and overall satisfaction, as well as the factors that affect them. The participants in the study included 1344 students who attended Eastern Visayas State University which were sampled using a stratified random sampling technique. A 24-item questionnaire was used to gather information on participants' demographics and satisfaction with online learning. Frequency counts, percentages, means, and standard deviations were used in descriptive statistics, while inferential tests used t-tests and ANOVA. The results showed that although students were satisfied with their instructors (M = 3.63) and the technology provided (M = 3.56), they rated interaction the lowest (M = 3.39). This lack of association was accompanied by a decline in overall satisfaction (M = 3.22), although some students reported being quite satisfied with their experience. Also, the students' major was the greatest predictor of their satisfaction level. Hands-on programs like Engineering and Education struggled significantly more online compared to computer-based majors like Business and Industrial Technology. The data also showed that older students were more satisfied overall, likely due to better time-management habits, whereas prior online class experience did not have a statistically significant effect. The study concludes that the presence of functioning technologies and quality teachers alone cannot ensure success in online education. To be successful in the long run, institutions of higher learning should go beyond mere content uploads and focus on developing interactive, field-oriented hybrid courses.

online learning, student satisfaction, instructor support, technology integration, social interaction

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