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This study was to examine student satisfaction in remote online learning environments during COVID-19 in Indonesia. The participants were 65 undergraduate Informatics students from a private university in Surabaya, Indonesia. Data from Strachota’s Student Satisfaction survey responses were examined using quantitative analyses. According to the findings, there was a strong and statistically significant relationship between student satisfaction and interaction. According to predictive models, every type of interaction could predict student satisfaction, with student interaction with content being the most powerful predictor. Furthermore, the findings revealed that self-ability in digital learning, good internet accessibility and connectivity, the presence and feedback of the teacher, website content, and the ability to learn from peer feedback and group discussions all played important roles in influencing student satisfaction. Students reported that they were generally more satisfied with their improved spoken communication skills, which helped them achieve their learning objectives. The findings suggest that integrating synchronous and asynchronous learning effectively promotes student learning and improves student satisfaction in Indonesia’s remote online learning environment.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Journal of International and Comparative Education (JICE) is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License