Evaluation and Improvement of students’ satisfaction in Online learning during COVID-19

Fayyaz Ahmad Faize, Muhammad Nawaz


With the closure of educational institutions due to COVID-19, the biggest challenge with the universities and the instructors was engaging students in virtual learning. This research aimed at supporting university students in Islamabad (Pakistan) for online learning through a collaborative approach. The university started online learning during COVID-19 and had no earlier experience of such mode of learning. The first phase was identifying the problems faced by students during online learning and seeking their suggestions for overcoming them. The next step was working on the students’ opinions with a team of instructors to modify existing instructional practices during online instruction. We measured students’ satisfaction level pre and post-modification to evaluate students’ adoption of online learning. The data for both the phases were collected through a Google Form. The post-modification data revealed students’ greater satisfaction in online learning. The findings offer useful insight related to students’ adoption of online learning and making it a more meaningful, organized, and productive medium for future learning.


COVID-19; online learning; virtual learning; satisfaction; university students; instruction

Full Text:



Abdelaziz, M., Kamel, S. S., Karam, O., & Abdelrahman, A. (2011). Evaluation of E-learning program versus traditional lecture instruction for undergraduate nursing students in a faculty of nursing. Teaching and Learning in Nursing, 6(2), 50–58. https://doi.org/10.1016/j.teln.2010.10.003

Agarwal, S., & Kaushik, J. S. (2020). Student's perception of online learning during COVID pandemic. Indian Journal of Pediatrics, 87, 554. https://doi.org/10.1007/s12098-020-03327-7

Ahmed, R., & Mohamad, N. A. (2011). Performance of projects in public sector of Pakistan: developing a framework for future challenges effort. Serbian Project Management Journal, 4(1), 3–15.

Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937

Betts, K. (2009). Online human touch (OHT) training & support: A conceptual framework to increase faculty engagement, connectivity, and retention in online education, part 2. MERLOT Journal of Online Learning and Teaching, 5(1), 29–48.

Bolliger, D. U. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning, 3(1), 61–67. https://www.learntechlib.org/primary/p/2226/

Brown, C. (2019). Advantages and disadvantages of distance learning. Retrieved from https://www.eztalks.com/elearning/advantages-and-disadvantages-of-distance-learning.html

Carey, K. (2020, March 13). Everybody ready for the big migration to online college? Actually, No. The New York Times. Retrieved from https://www.nytimes.com/2020/03/13/upshot/coronavirus-online-college-classes-unprepared.html

Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education, 77(4), 729-732. https://doi.org/10.1016/j.jsurg.2020.03.018

Cohen, J., & Kupferschmidt, K. (2020). Countries test tactics in 'war' against COVID-19. Science, 367(6484), 1287–1288. https://doi.org/10.1126/science.367.6484.1287

Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distributed Learning, 15(6). https://doi.org/10.19173/irrodl.v15i6.1748

Dhawan, S. (2020). Online learning: A panacea in the time of Covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177%2F0047239520934018

Diekelmann, N., & Mendias, E. P. (2005). Being a supportive presence in online courses: Attending to students' online presence with each other. Journal of Nursing Education, 44(9), 393–395. https://doi.org/10.3928/01484834-20050901-02

Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y., Zhang, L., Fan, G., Xu, J., & Gu, X. (2020). Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. The Lancet, 395(10223), 497–506. https://doi.org/10.1016/S0140-6736(20)30183-5

Jones, K., & Sharma, R. (2020). Reimagining a future for online learning in the post-COVID era. SSRN. https://dx.doi.org/10.2139/ssrn.3578310

Kim, K.-J., Liu, S., & Bonk, C. J. (2005). Online MBA students' perceptions of online learning: Benefits, challenges, and suggestions. The Internet and Higher Education, 8(4), 335–344. https://doi.org/10.1016/j.iheduc.2005.09.005

Kranzow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. Journal of Online Learning and Teaching, 9(1), 131.

Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). The impact of Covid-19 on learning-the perspective of the Ghanaian student. European Journal of Education Studies, 7(3), 88-101. Retrieved from https://oapub.org/edu/index.php/ejes/article/view/3000

Powers, S., & Rossman, M. H. (1985). Student satisfaction with graduate education: Dimensionality and assessment in a college education. Psychology: A Journal of Human Behavior, 22, 46–49.

Pragholapati, A. (2020). COVID-19 impact on students. 1–6.

Roach, V., & Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive study. Journal of Interactive Online Learning, 5(3), 317–332.

Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082

Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1851. https://doi.org/10.29333/ejmste/7893

Strong, R., Irby, T. L., Wynn, J. T., & McClure, M. M. (2012). Investigating students' satisfaction with e-learning courses: The effect of learning environment and social presence. Journal of Agricultural Education, 53(3), 98-110. Retrieved from https://www.jae-online.org/attachments/article/1687/53.3.98 Strong.pdf

Tobin, T. (2020, March 25). Now is not the time to assess online learning. Chronicle of Higher Education. https://www.chronicle.com/article/Now-Is-Not-the-Time-to-Assess/248343

Vonderwell, S., & Turner, S. (2005). Active learning and preservice teachers' experiences in an online course: A case study. Journal of Technology and Teacher Education, 13(1), 65–84. https://www.learntechlib.org/primary/p/18892/

Wang, C., Cheng, Z., Yue, X.-G., & McAleer, M. (2020). Risk management of COVID-19 by universities in China. Journal of Risk and Financial Management, 13(2), 36. https://doi.org/10.3390/jrfm13020036

Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945–947. https://doi.org/10.1016/S0140-6736(20)30547-X

Wasserman, N., Holbert, N., & Blikstein, P. (2020, April 8). Will the coronavirus infect education, too? The risk of a radical shift to online learning after the crisis ends. New York Daily News. https://tltlab.org/will-coronavirus-infect-education-too/

WHO (2020). Coronavirus disease (COVID-19) pandemic. https://www.who.int/emergencies/diseases/novel-coronavirus-2019

Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China's education emergency management policy in the COVID-19. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055

Zhong, B.L., Luo, W., Li, H.M., Zhang, Q.Q., Liu, X.G., Li, W.T., & Li, Y. (2020). Knowledge, attitudes, and practices towards COVID-19 among Chinese residents during the rapid rise period of the COVID-19 outbreak: a quick online cross-sectional survey. International Journal of Biological Sciences, 16(10), 1745-1752. http://doi.org/10.7150/ijbs.45221

DOI: http://dx.doi.org/10.5944/openpraxis.12.4.1153


  • There are currently no refbacks.