An empirical study on the effect of repeated online/offline transitions on student satisfaction

Abstract

The disruption due to COVID has been two-fold due the uncertainty of the pandemic. Once the first wave had subsided the academic activities resumed in offline mode. But due to the rise of the second wave of COVID the classes had to be again shifted to online mode. Such drastic changes in the teaching-learning process will definitely have an impact on the student satisfaction. Hence an empirical study was carried out to understand the mindset of the students and how these transitions have distracted the teaching-learning process from a student point of view. Student satisfaction analysis was conducted with the major scales namely ‘Faculty support’, ‘Peer support’, ‘Student learning’ and ‘Assessment’. Each of these scales were further divided into subscales and the influence of each of these subscales on ‘Student Satisfaction’ is also discussed in detail. Analysis is carried out through stepwise regression analysis, analysis of variance and correlation. Apart from these a brief analysis on the impact of parent support on the student’s learning process is also compiled for better understanding. The results and conclusions from this analysis give us an understanding of how the teachers could better understand the teaching-learning process and adapt themselves accordingly for better results.