One of the essential criteria in determining the quality of online learning is student satisfaction, this study looked into the influence of infrastructures on nursing student satisfaction with online learning. In this cross-sectional study, 300 nursing students filled out the online questionnaire (demographic, student perceptions of an online course, student satisfaction) from September to November 2021. Multiple linear regression model showed that the remaining variables, namely the design and organization of online learning and student evaluation in online courses, explain about 69.2% of the variance of satisfaction with online learning (p < .05). The critical criteria in determining students’ satisfaction with online learning are “how to design and arrange online learning” and “how to evaluate students in online courses,” among other things. As a result, optimal planning should focus on these two variables, particularly the student assessment system, in order to reach a better level of satisfaction.
Al-BusaidiKAAl-ShihiH (2012) Key factors to instructors’ satisfaction of learning management systems in blended learning. Journal of Computing in Higher Education24(1): 18–39.
2.
AlHamadAQAl QawasmiKIAlHamadAQ (2014) Key factors in determining students’ satisfaction in online learning based on ‘web programming’ course within Zarqa university. International Journal of Global Business7(1): 7.
3.
AlqurashiE (2019) Predicting student satisfaction and perceived learning within online learning environments. Distance Education40(1): 133–148.
4.
BaberH (2020) Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research7(3): 285–292.
5.
BatesAW (2015) Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. Victoria, BC: BCcampus.
6.
BervellBUmarINKamilinMH (2020) Towards a model for online learning satisfaction (MOLS): re-considering non-linear relationships among personal innovativeness and modes of online interaction. Open Learning: The Journal of Open, Distance and E-Learning35(3): 236–259.
7.
BolligerDU (2004) Key factors for determining student satisfaction in online courses. International Journal on E-Learning3(1): 61–67.
8.
BolligerDUHalupaC (2012) Student perceptions of satisfaction and anxiety in an online doctoral program. Distance Education33(1): 81–98.
9.
ChungJChenH-C (2020) Development and psychometric properties of student perceptions of an online course (SPOC) in an RN-to-BSN program. Nurse Education Today85: 104303.
10.
DziubanCMoskalPThompsonJ, et al. (2015) Student satisfaction with online learning: is it a psychological contract?Online Learning19(2): n2.
11.
EichelbergerANgoH (2018) College students’ perception of an online course in special education. International Journal for Educational Media and Technology12(2).
12.
EomSBWenHJAshillN (2006) The determinants of students’ perceived learning outcomes and satisfaction in university online education: an empirical investigation. Decision Sciences Journal of Innovative Education4(2): 215–235.
13.
FishLA (2016) A preliminary study of changes in online graduate business student perceptions over a course. Business Education Innovation Journal8(2): 41.
14.
FrehywotSVovidesYTalibZ, et al. (2013) E-learning in medical education in resource constrained low-and middle-income countries. Human Resources for Health11(1): 4–15.
15.
GunawardenaCNLinder-VanBerschotJALaPointeDK, et al. (2010) Predictors of learner satisfaction and transfer of learning in a corporate online education program. American Journal of Distance Education24(4): 207–226.
16.
Harmon-JonesEHarmon-JonesCPriceTF (2013) What is approach motivation?Emotion Review5(3): 291–295.
17.
HorvatADobrotaMKrsmanovicM, et al. (2015) Student perception of Moodle learning management system: a satisfaction and significance analysis. Interactive Learning Environments23(4): 515–527.
18.
KanukaHJugdevK (2006) An investigation into the use of an orientation course to address academic and social integration issues. International Review of Research in Open and Distance Learning7(1): 1.
19.
KokkoTPesonenHKontuE, et al. (2015) Why study online in upper secondary school? Qualitative analysis of online learning experiences. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments11(1): 57–70.
20.
KuoY-CWalkerAESchroderKE, et al. (2014) Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education20: 35–50.
21.
LandrumBBannisterJGarzaG, et al. (2021) A class of one: students’ satisfaction with online learning. The Journal of Education for Business96(2): 82–88.
22.
Leong LimCAb JalilHMa’rofAM, et al. (2020) Self-regulated learning as a mediator in the relationship between peer learning and online learning satisfaction: a study of a private university in Malaysia. Malaysian Journal of Learning and Instruction (MJLI)17(1): 51–75.
23.
LiNMarshVRientiesB (2016) Modelling and managing learner satisfaction: use of learner feedback to enhance blended and online learning experience. Decision Sciences Journal of Innovative Education14(2): 216–242.
24.
LiSWangYXueJ, et al. (2020) The impact of COVID-19 epidemic declaration on psychological consequences: a study on active Weibo users. International Journal of Environmental Research and Public Health17(6): 2032.
25.
LiWGilliesRHeM, et al. (2021) Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low-and middle-income countries and their teaching staff. Human Resources for Health19(1): 1–14.
26.
McCutcheonKLohanMTraynorM, et al. (2015) A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing71(2): 255–270.
27.
MehtaRMakani-LimBRajanMN, et al. (2017) Creating online learning spaces for emerging markets: an investigation of the link between course design and student engagement. Journal of Business and Behavioral Sciences29(1): 116.
28.
MooreJ (2014) Effects of online interaction and instructor presence on students’ satisfaction and success with online undergraduate public relations courses. Journalism and Mass Communication Educator69(3): 271–288.
29.
NazariR (2020) Voluntary attendance of nursing students in COVID-19 pandemic: nursing student or premature nurse?Iranian Journal of Medical Education20: 148.
30.
O Abu HantashRAbu YounisMAssafM (2020) Online learning satisfaction and acceptance among Al-quds university dental students. Creative Education11(10): 2002–2013.
31.
PaechterMMaierBMacherD (2010) Students’ expectations of, and experiences in e-learning: their relation to learning achievements and course satisfaction. Computers & Education54(1): 222–229.
32.
PeiLWuH (2019) Does online learning work better than offline learning in undergraduate medical education? a systematic review and meta-analysis. Medical Education Online24(1): 1666538.
33.
PhamQTTranTP (2020) The acceptance of e-learning systems and the learning outcome of students at universities in Vietnam. Knowledge Management & E-Learning: International Journal12(1): 63–84.
34.
PriceRAArthurTYPauliKP (2016) A comparison of factors affecting student performance and satisfaction in online, hybrid and traditional courses. Business Education Innovation Journal8(2): 32.
35.
RahmatpourPChehrzadMGhanbariA, et al. (2019) Academic burnout as an educational complication and promotion barrier among undergraduate students: a cross-sectional study. Journal of Education and Health Promotion8: 201.
36.
RashidiNMoghadamM (2014) The effect of teachers’ beliefs and sense of self-efficacy on Iranian EFL learners’ satisfaction and academic achievement. Tesl-Ej18(2): n2.
37.
SebastianelliRSwiftCTamimiN (2015) Factors affecting perceived learning, satisfaction, and quality in the online MBA: a structural equation modeling approach. The Journal of Education for Business90(6): 296–305.
38.
SheLMaLJanA, et al. (2021) Online learning satisfaction during COVID-19 pandemic among Chinese university students: the serial mediation model. Frontiers in Psychology12: 1–12.
39.
SheltonBEHungJ-LLowenthalPR (2017) Predicting student success by modeling student interaction in asynchronous online courses. Distance Education38(1): 59–69.
40.
Sze-YengFHussainRMR (2010) Self-directed learning in a socioconstructivist learning environment. Procedia - Social and Behavioral Sciences9: 1913–1917.
41.
TrisantiTAlsolamiBMKusumawatiH, et al. (2021) Determining factors affected online learning satisfaction: an empirical study in Indonesia during pandemic covid-19 period. Educational Research3(1): 334–343.
42.
WatsonWWatsonSL (2007) An argument for clarity: what are learning management systems, what are they not, and what should they become. TechTrends51(2): 28–34.
43.
Webb BoydP (2008) Analyzing students’ perceptions of their learning in online and hybrid first-year composition courses. Computers and Composition25(2): 224–243.
44.
WeiH-CChouC (2020) Online learning performance and satisfaction: do perceptions and readiness matter?Distance Education41(1): 48–69.
45.
WeidlichJBastiaensTJ (2018) Technology matters–the impact of transactional distance on satisfaction in online distance learning. International Review of Research in Open and Distance Learning19(3): 1.
46.
YangDBaldwinSSnelsonC (2017) Persistence factors revealed: students’ reflections on completing a fully online program. Distance Education38(1): 23–36.
47.
YilmazR (2017) Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior70: 251–260.
48.
ZimmermanTD (2012) Exploring learner to content interaction as a success factor in online courses. International Review of Research in Open and Distance Learning13(4): 152–165.
49.
ZimmermanBJSchunkDH (2011) Self-regulated learning and performance: an introduction and an overview. In Handbook of self-regulation of learning and performance. London: Routledge, 15–26.
