The advent of the Internet + era has led to a significant increase in the prevalence of online instruction within higher education institutions. This underscores the critical importance of investigating students’ contentment with virtual learning experiences. This paper employs a qualitative research methodology based on grounded theory, utilizing 215 survey questionnaires completed by undergraduate students at Shanghai Dianji University. The study analyses the satisfaction of undergraduates with online teaching through open, spindle, and selective decoding and presents corresponding countermeasures and suggestions.
HamptonDCulp-RocheAHensleyA, et al.Self-efficacy and satisfaction with teaching in online courses. Nurse Educat2020; 45(6): 302–306.
2.
KangHZhangJGKangJ. Analysis of online education reviews of universities using NLP techniques and statistical methods. Wireless Commun Mobile Comput2022; 2022: 8730117.
3.
MinQMengHY. Research on teaching method and class evaluation for international online teaching. Sci Programming-Neth2021; 2021: 4120921.
4.
SahaSMPrantySARanaMJ, et al.Teaching during a pandemic: do university teachers prefer online teaching?Heliyon2022; 8(1): e08663.
5.
ArenasM. General considerations for online teaching practices in bioinformatics in the time of COVID-19. Biochem Mol Biol Educ2021; 49(5): 683–684.
6.
WangKR. Statistics and analysis of effective data on online teaching of college English audiovisual teaching. Math Probl Eng2022; 2022: 8956891.
7.
SuBZhangTYanL, et al.Online medical teaching in China during the COVID-19 pandemic: tools, modalities, and challenges. Front Public Health2021; 9: 797694.
8.
ZengGGuoHX. Research on satisfaction evaluation and influencing factors of online teaching mode under the background of green sustainability. Pol J Environ Stud2023; 32(4): 3395–3405.
9.
ArmahJKBervellBBonsuNO. Modelling the role of learner presence within the community of inquiry framework to determine online course satisfaction in distance education. Heliyon2023; 9(5): e15803.
10.
YaoASWuJHYangYP. Research on a strategy of improving students’ satisfaction with teaching: an empirical study based on undergraduate universities in Sichuan. Wireless Commun Mobile Comput2022; 2022: 3115584.
11.
Ortega-DonaireLBailen-ExpositoJAlvarez-GarciaC, et al.Satisfaction of online university education during the COVID-19 pandemic. Healthcare-Basel2023; 11(10): 1421.
12.
DahmenLSchneiderAKeisO, et al.From the inverted classroom to the online lecture hall: effects on students' satisfaction and exam results. Biochem Mol Biol Educ2022; 50(5): 483–493.
13.
HuangSHYinHBJinYL, et al.More knowledge, more satisfaction with online teaching? examining the mediation of teacher efficacy and moderation of engagement during COVID-19. Sustainability2022; 14(8): 4405.
14.
NasirMKMNgahAH. The sustainability of a community of inquiry in online course satisfaction in virtual learning environments in higher education. Sustainability2022; 14(15): 9633.
15.
KimSJeongSHKimHS, et al.Academic success of online learning in undergraduate nursing education programs in the COVID-19 pandemic era. J Prof Nurs2022; 38: 6–16.
16.
TurkMHeddyBCDanielsonRW. Teaching and social presences supporting basic needs satisfaction in online learning environments: how can presences and basic needs happily meet online?Comput Educ2022; 180: 104432.
17.
AleneziSBahathigASolimanM, et al.Performance and satisfaction during the E-learning transition in the COVID-19 pandemic among psychiatry course medical students. Heliyon2023; 9(6): e16844.
18.
GuoHXZengG. Comprehensive evaluation of online foreign language teaching satisfaction under the green and sustainable background. Pol J Environ Stud2023; 32(5): 4579–4592.
19.
CakmakkayaOSMeydanliEGKafadarAM, et al.Factors affecting medical students’ satisfaction with online learning: a regression analysis of a survey. BMC Med Educ2024; 24(1): 11.
20.
AbualadasHMXuL. Achievement of learning outcomes in non-traditional (online) versus traditional (face-to-face) anatomy teaching in medical schools: a mixed method systematic review. Clin Anat2022; 36(1): 50–76.
21.
NavasGYagueA. A new way of cataloging research through grounded theory. Appl Sci-Basel2023; 13(10): 5889.
22.
AliYHKWrightNCharnockD, et al.Applications of qualitative grounded theory methodology to investigate hearing loss: protocol for a qualitative systematic review. BMJ Open2020; 10(4): e033537.
23.
RiegerKL. Discriminating among grounded theory approaches. Nurs Inq2019; 26(1): e12261.
24.
AlOmeirOPatelNDonyaiP. Hobson’s choice or a horned dilemma: a grounded theory on adherence to adjuvant endocrine therapy verified with breast cancer survivors. Support Care Cancer2022; 30(12): 10127–10136.
25.
PuenteLARCastilloMMALuisMAV, et al.Illness process and recovery from the perspective of the alcoholic patient. Nurs Sci Q2021; 34(1): 74–80.
26.
JorgensenHMosewichADMcHughTLF, et al.A grounded theory of personal development in high-performance sport environments. Psychol Sport Exerc2023; 71: 102568.
27.
YangLWangXZhuJQ, et al.Risk factors identification of unsafe acts in deep coal mine workers based on grounded theory and HFACS. Front Public Health2022; 10: 852612.
28.
MayesCGCochranK. Factors influencing perioperative nurse turnover: a classic grounded theory study. AORN J2023; 117(3): 161–174.
29.
FornanderLBerteroeCMolinI, et al.Development of trauma team cognition can be explained by “split vision”: a grounded theory study. J Interprof Care2023; 37(5): 706–714.
30.
LeeSNKimHJ. The experiences of psychiatric mental health nurse practitioners with clinical supervision in South Korea: a grounded theory approach. Int J Environ Res Publ Health2022; 19(23): 15904.
