![]() Online learning not based on a student's physical or virtual location falls under this category. Moreover, they described ' online education' as education that uses the Internet for teaching and learning in an online setting. ![]() Singh and Thurman's (2019) reviewed the terms ‘ online education’ and ‘ online learning' and reviewed all publications that defined the word from 1988 to 2018. Therefore, this raises the question of whether factors impacting student happiness differ in real-world and virtual settings, with more and more research is being conducted on the issues affecting student happiness online ( Baber, 2020 Hebebci et al., 2020). However, studies have shifted from traditional classroom settings to the online world due to the pandemic, changing the traditional learning environment ( Parahoo et al., 2015). Before online learning, numerous studies existed concerning student satisfaction. Also, there is a lack of resources, irregular schedules, student workload in care for their families, food availability, and home and housing uncertainty ( Human Rights Watch, 2021 Wangkiat, 2021).įurthermore, student satisfaction has been a leading indicator of academic quality experiences, making it essential for determining a program's quality ( Al-Rahmi et al., 2020). These include no home internet, lack of parental support, and chaos at home. Moreover, teachers are now confronted with even more monumental problems beyond the more straightforward issues of social distancing and wearing masks that the pandemic has brought with it. The focus and shift to online education in Thailand have been swift and decisive but far from perfect or easy. Therefore, it has become imperative that researchers heed this call and undertake research to identify and examine how online factors affect student satisfaction in the wake of the COVID-19 pandemic ( Krouska et al., 2021). In this vast 'experiment,' student satisfaction for online learning and studying has become a growing concern. In so doing, millions of students and teachers have been thrown into a vast experiment with little to no preparation for what has come. Although Thailand did not ‘shutter’ its educational system totally, it did move a vast percentage of it online. In conclusion, the study confirmed that the model adequately explained causal relationships between variables and presented direct and indirect significant impacts on online SS, promoting learners' better academic performance and knowledge acquisition.Īs recently as May 2021, UNESCO tragically revealed that due to the COVID-19 pandemic, 90% of the world's school-aged children had their education disrupted, with 26 countries experiencing a total shuttering of their traditional, classroom-based school systems ( Human Rights Watch, 2021 UNESCO, 2021). This paper contributes to the online education domain by providing research directions and implications for future researchers. This study's research contribution is that it is unique in that it was conducted during the pandemic lockdown while students were participating in Thai Ministry of Education (MOE) online courses. ![]() The novelty of our study is the growing concern of stakeholders for how online learning affects student satisfaction due to the deadly global COVID-19 pandemic. Overall, hypotheses testing established three moderately strong correlations, four weak correlations, and three unsupported hypotheses. The analysis also revealed that when ranked by total effect (TE) values, performance expectancy (PE = 0.43) was most significant, followed by actual use (AU = 0.30), learner interaction (LI = 0.18), and behavioral intention (BI = 0.12). After that, it was calculated that the model's causal variables had a positive effect on SS, which had an R 2 of 54%. Descriptive statistics were used to analyze the SEM's output and ten hypotheses. ![]() A structural equation model (SEM) was used for the 53-item questionnaire, which contained eight latent variables, 18 observed variables, and ten hypotheses. Moodle imsa software#LISREL 9.1 software was used to conduct the subsequent goodness-of-fit (GOF) assessment and the confirmatory factor analysis (CFA). Using a network of Thai teachers, students were assisted with their questionnaire input using Google Form. Therefore, starting in June 2021, multiple-stage random sampling and simple random sampling were used to select a sample of 270 Thai high school students across nine Thai provinces. ![]() However, the process has experienced significant troubles. Starting in early 2020, Thailand's education system came to a grinding halt due to the global COVID-19 pandemic, which created a fervor-like effort to move from traditional classrooms to online education. ![]()
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