University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2)

Purpose This study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic. Design/methodology/approach A correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire. Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data. Findings The mean score of students' satisfaction was low (m = 45.14, SD = 25.62). Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58.53, SD = 24.51), followed by learner-learner interaction (m = 47.50, SD = 22.64). Learner-content interaction had the lowest total mean score (m = 45.80, SD = 24.60). Significant differences in students' satisfaction were identified according to the level of education, university type and marital status. Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses. Originality/value Online education is not well-established in developing countries. This study contributed to the limited knowledge of university students' preparedness and satisfaction with online education during the early stage of COVID-19 pandemic.

Automated summary

This study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic. The findings revealed that Jordanian university students had low satisfaction with online education, with learner-instructor interaction scoring the highest, followed by learner-learner interaction and learner-content interaction scoring the lowest. Significant differences in students' satisfaction were identified based on education level, university type, and marital status.