Students’ interactions, satisfaction and perceived progress in an online class: Empirical evidence from Babcock university Nigeria

Abstract

This study examined the effect of students’ interactions on satisfaction and perceived progress in an online class; and the mediating effect of satisfaction on the relationship between students’ interactions and perceived progress. A sample survey was conducted among students from Babcock University, Nigeria, as a case study. Quantitative data was collected from 245 students (undergraduate and graduate students who attended exclusively online classes during COVID-19 lockdown) using a questionnaire (online administered). Analysis was done using structural equation modeling. Findings revealed that students’ interactions (student-student, student-teacher, and student-content) had positive effects on students’ satisfaction and perceived progress in an online class and that satisfaction significantly played a mediating role in the relationship between interactions and perceived progress. Student–teacher interaction had the highest loading on interactions which in turn had a strong positive effect on both students’ satisfaction and perceived progress.