Students’ attitude towards online education system: A comparative study between Public and Private Universities in Bangladesh

https://doi.org/10.35912/jshe.v2i2.860
Published: Feb 25, 2022

Abstract:

Purpose: This study aimed to inquire about the students’ attitude towards the online education system as well as a comparison has been made between public and private university students’ attitudes.

Research methodology: The descriptive research methodology was used for this study. Data was collected from 240 students where 120 were public university students and 120 were private university students. A structured and close-ended questionnaire with a seven-point scale had been used to collect data. The sampling method was non-probability. Descriptive statistics analysis, reliability analysis, and multiple regression analysis were measured by SPSS 25.0 version.

Results: The result shows that the public university students’ attitude has a positive relation to interaction, internet self-efficacy, and students’ self-determination, but has no relationship with course design and technical support. The private university students’ attitude is influenced by all factors except technical support.

Limitations: This study focused only on Bangladeshi students.

Contribution: This paper will assist the authority to understand the students’ attitude towards the online education system and take initiatives to make it more acceptable to the students.

Keywords:
1. Attitude
2. Education system
3. Internet
4. Online class
5. Students
Authors:
1 . Khadiza Benta Nasir
Departement of Marketing, Comilla University, Cumilla, Bangladesh
2 . Meher Neger
Departement of Marketing, Comilla University, Cumilla, Bangladesh
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How to Cite
Nasir, K. B., & Neger, M. (2022). Students’ attitude towards online education system: A comparative study between Public and Private Universities in Bangladesh. Journal of Social, Humanity, and Education, 2(2), 167–183. https://doi.org/10.35912/jshe.v2i2.860
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Issue & Section
Vol. 2 No. 2 (2022): February
Articles
References

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    Abbad, M. and Morris, D. (2009). Looking under the bonnet: Factors affecting student adoption of e-learning system in Jordan. International Review of Research in Open and Distance Learning, 10(2), 1–15.

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    Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—secondary. School Psychology Review, 42(1), 76–98.

    Alqurashi (2016). Self-efficacy in online learning environments: a literature review. Contemporary Issues in Education Research, 9(1), 45–52.

    Anderson, T. (2002). An updated and theoretical rationale for interaction. IT Forum Paper, 63.

    Bandura, A. (2001). Social Cognitive Theory: An agentic perspective. Annual Review of Psychology, 52, 1–26.

    Benneth, S., Maton, K., & Kervin, L. (2008). The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786.

    Benson, A. (2003). Dimensions of quality in online degree programs. The American Journal of Distance Education, 17(3), 145–159.

    Butler-Pascoe, M.E. (1997). Technology and second language learners. American Language Review, 1(3), 20–22.

    Christensen, C., Johnson, C. W., & Horn, M. B. (2008). Disrupting class: How disruptive innovation will change the way the world learns. 3rd edition. New York: McGraw-Hill.

    Conrad, D. L. (2002). Engagement, excitement, anxiety, and fear: Learners’ experiences of starting an online course. Distance Education: An International Journal, 16(4), 205–226.

    Corry, M & Stella, J. (2012). Developing a framework for research in online k-12 distance education. Quarterly Review of Online Education, 13(3), 133–151.

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    Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.

    Dennen, Darabi and Smith (2006). Instructor–Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65–79.

    Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 125–146.

    Dissanayake, D. (2021). Battle with Covid-19: the best recommendations for business professionals. Annals of Human Resource Management Research, 1(1), 1–14.

    Eastin, M. S., & La Rose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer Mediate Communication, 6(1).

    Grandzol, J. R., & Grandzol, C. J. (2006). Best practices for online business education. The International Review of Research in Open and Distance Learning, 7(1).

    Gray, D, E., Ryan, M., & Coulon, A. (2004). The Training of Teachers and Trainers: Innovative Practices, Skills and Competencies in the use of eLearning. European Journal of Open, Distance and E- Learning.

    Honicke, T., Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: a systematic review. Educational Research Reviews, 17, 63–84.

    Hossain, S. M. S., & Khan, M. R. (2021). Perception of distance learning in Bangladeshi tertiary education: prospects and obstacles in the Covid-19 era. Journal of Social, Humanity, and Education, 1(3), 197–207.

    Hsu, Chang and Chen (2020). Early childhood educators’ attitude to internet self-efficacy and internet-related instructional applications: the mediating effects of internet enjoyment and professional support. SAGE open, 1–12.

    Joo, Y., Bong, M., & Choi, H. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self- efficacy in Web-based instruction. Educational Technology Research and Development. 48(2), 5–17.

    Kooli C. (2021). COVID-19: Challenges and opportunities. Avicenna 1, 1–5.

    Kooli, C., Zidi, C., & A. Jamrah (2019). The philosophy of education in the sultanate of Oman: Between perennialism and progressivism. American Journal of Education and Learning, 4(1), 36–49.

    Kuboni, O., & Martin, A. (2004). An assessment of support strategies used to facilitate distance students’ participation in a web-based learning environment in the University of the West Indies. Distance Education, 25(1), 7–29.

    Kuo, Y. C., Walker, A., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50.

    Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76, 567–605.

    Lint, A. H. (2013). Academic persistence of online students in higher education impacted by student progress factors and social media. Online Journal of Distance Learning Administration, 16(4), 718–745.

    Maqsood A. (2021). Effects of the COVID-19 pandemic on perceived stress levels of employees working in private organizations during lockdown. Avicenna, 2, 1–7.

    Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A structural equation model of predictors for effective online learning. Journal of Management Education, 29(4), 531–563.

    Matusov, E., Hayes, R., & Pluta, M. J. (2005). Using a discussion web to develop an academic community of learners. Educational Technology and Society, 8(2), 16–39.

    McVay, M. (2000). Developing a web-based distance student orientation to enhance student success in an online bachelor’s degree completion program in Ed. D. Program (Ed.). Unpublished practicum report presented to the Ed. D. Program. Florida: Nova Southeastern University.

    McVay, M. (2001). How to be a successful distance learning student: Learning on the Internet. New York: Prentice Hall.

    Moore, M. G. (1991). Editorial: Distance education theory. The American Journal of Distance Education, 5(3), 1–6.

    Moore,M. G., & Kearsley, G. (2005). Distance education: Asystems view, 2nd ed. Belmont, CA: Wadsworth.

    Neely, P. W., & Tucker, J. P. (2010). Unbundling faculty roles in online distance education programs. International Review of Research in Open and Distance Learning, 11(2), 20–32.

    Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309–319.

    Nwankwo. (2015). Students’ learning experience and perceptions of online course content and interactions. Walden dissertations and Doctoral Studies,188, 1–127.

    Olson, T. & Wisher, R. (2002). The Effectiveness of Web-Based Instruction: An Initial Inquiry. The International Review of Research in Open and Distributed Learning, 3(2), 1–17.

    Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco: Jossey-Bass.

    Parker, D., & Gemino, A. (2001). Inside online learning: comparison conceptual and technique learning performance in place-based and ALN formats. Journal of Asynchronous Learning Networks, 5(2), 64–74.

    Peterson, T.O. & Arnn (2005). Self-efficacy: The foundation of human performance. Performance improvement Quarterly, 18, 5–18.

    Puzziferro, M. (2008). Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses. American Journal of Distance Education. 22(2), 72–89.

    Qureshi, Q, A., Ahmad, S., Najibullah., Nawaz, A., & Shah, B. (2009). ELearning development in HEIs: Uncomfortable and comfortable zones for developing countries. Gomal University Journal of Research (GUJR), 25(2), 47–56.

    Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595.

    Reisetter, M., LaPointe, L., & Korouska, J. (2007). The impact of altered realities: Implications of online delivery for learners’ interactions, expectations and learning skills. International Journal of Electronic Learning, 6(1), 55–77.

    Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.

    Rienties, B., Tempelaar, D., Van den Bossche, P., Gijselaers, W., & Segers, M. (2009). The role of academic motivation in computer-supported collaborative learning. Computers in Human Behavior, 25(6), 1195–1206.

    Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.

    Rovai, A. P., Ponton, M. K., Wighting, M. J., & Baker, J. D. (2007). A comparative analysis of student motivation in traditional classroom and e-learning courses. International Journal on E-Learning, 6(3), 413–432.

    Russo, T. C., & Campbell, S. W. (2004). Perceptions of mediated presence in an asynchronous online course: Interplay of communication behaviors and medium. Distance Education, 25(2), 215–232.

    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

    Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school, 171–195.

    S. Sirkemma (2001). Information technology in developing a meta-learning environment. European Journal of Open, Distance and E-Learning.

    Sama, R., Adegbuyi, J. Y., & Ani, M. I. (2021). Teaching to the curriculum or teaching to the test. Journal of Social, Humanity, and Education, 1(2), 103–116.

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    Soong, M.H.B., Chan H.C., Chua, B.C., & Loh, K.F. (2001). Critical success factors for on- line course resources. Computers & Education, 36(2), 101–120.

    Sun, Anna & Chen, Xiufang (2016). Online education & its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157–190.

    Swan (2002). Building learning communities in online course: the importance of interaction. Education Communication and Information, 2(1), 23–49.

    Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: A Chinese perspective. Interactive Learning Environments, 27(4), 530–546.

    Uddin, M., & Uddin, B. (2021). The impact of Covid- 19 on students’ mental health. Journal of Social, Humanity, and Education, 1(3), 185–196.

    Valdez, G., Fulton, K., Glenn, A., Wimmer, N, A., & Blomeyer, R. (2004). Effective Technology Integration in Teacher Education: A Comparative Study of Six Programs. Innovate Journal of Online Education, 1(1).

    Volery, T., & Lord, D. (2000). Critical success factors in online education. International Journal of Educational Management, 14, 216–226.

    Woods, R. H. (2002). How much communication is enough in online courses? Exploring the relationship between frequency of instructor-initiated personal email and learners' perceptions of and participation in online learning. International Journal of Instructional Media, 29, 377–394.

    York and Richardson (2012). Interpersonal interaction in online learning: experienced online instructors’ peceptions of influencing factors. Journal of Asynchronous Learning Networks, 16 (4), 483–98.

    Young, S. (2006). Student views of effective online teaching in higher education. American Journal of Distance Education, 20(2), 65–77.

    Zaidel M. (2007) Dynamic Evaluation of the Multimedia Interface in Computer Supported Learning. Journal of College Teaching & Learning, 4(5), 26–27.

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  2. Abbad, M. and Morris, D. (2009). Looking under the bonnet: Factors affecting student adoption of e-learning system in Jordan. International Review of Research in Open and Distance Learning, 10(2), 1–15.
  3. Alexander, S. & McKenzie, J. (1998). An evaluation of information technology projects in university learning. Department of Employment, Education and Training and Youth Affairs, Canberra. Australian Government Publishing Services.
  4. Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system—secondary. School Psychology Review, 42(1), 76–98.
  5. Alqurashi (2016). Self-efficacy in online learning environments: a literature review. Contemporary Issues in Education Research, 9(1), 45–52.
  6. Anderson, T. (2002). An updated and theoretical rationale for interaction. IT Forum Paper, 63.
  7. Bandura, A. (2001). Social Cognitive Theory: An agentic perspective. Annual Review of Psychology, 52, 1–26.
  8. Benneth, S., Maton, K., & Kervin, L. (2008). The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786.
  9. Benson, A. (2003). Dimensions of quality in online degree programs. The American Journal of Distance Education, 17(3), 145–159.
  10. Butler-Pascoe, M.E. (1997). Technology and second language learners. American Language Review, 1(3), 20–22.
  11. Christensen, C., Johnson, C. W., & Horn, M. B. (2008). Disrupting class: How disruptive innovation will change the way the world learns. 3rd edition. New York: McGraw-Hill.
  12. Conrad, D. L. (2002). Engagement, excitement, anxiety, and fear: Learners’ experiences of starting an online course. Distance Education: An International Journal, 16(4), 205–226.
  13. Corry, M & Stella, J. (2012). Developing a framework for research in online k-12 distance education. Quarterly Review of Online Education, 13(3), 133–151.
  14. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
  15. Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
  16. Dennen, Darabi and Smith (2006). Instructor–Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65–79.
  17. Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 125–146.
  18. Dissanayake, D. (2021). Battle with Covid-19: the best recommendations for business professionals. Annals of Human Resource Management Research, 1(1), 1–14.
  19. Eastin, M. S., & La Rose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer Mediate Communication, 6(1).
  20. Grandzol, J. R., & Grandzol, C. J. (2006). Best practices for online business education. The International Review of Research in Open and Distance Learning, 7(1).
  21. Gray, D, E., Ryan, M., & Coulon, A. (2004). The Training of Teachers and Trainers: Innovative Practices, Skills and Competencies in the use of eLearning. European Journal of Open, Distance and E- Learning.
  22. Honicke, T., Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: a systematic review. Educational Research Reviews, 17, 63–84.
  23. Hossain, S. M. S., & Khan, M. R. (2021). Perception of distance learning in Bangladeshi tertiary education: prospects and obstacles in the Covid-19 era. Journal of Social, Humanity, and Education, 1(3), 197–207.
  24. Hsu, Chang and Chen (2020). Early childhood educators’ attitude to internet self-efficacy and internet-related instructional applications: the mediating effects of internet enjoyment and professional support. SAGE open, 1–12.
  25. Joo, Y., Bong, M., & Choi, H. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self- efficacy in Web-based instruction. Educational Technology Research and Development. 48(2), 5–17.
  26. Kooli C. (2021). COVID-19: Challenges and opportunities. Avicenna 1, 1–5.
  27. Kooli, C., Zidi, C., & A. Jamrah (2019). The philosophy of education in the sultanate of Oman: Between perennialism and progressivism. American Journal of Education and Learning, 4(1), 36–49.
  28. Kuboni, O., & Martin, A. (2004). An assessment of support strategies used to facilitate distance students’ participation in a web-based learning environment in the University of the West Indies. Distance Education, 25(1), 7–29.
  29. Kuo, Y. C., Walker, A., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50.
  30. Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76, 567–605.
  31. Lint, A. H. (2013). Academic persistence of online students in higher education impacted by student progress factors and social media. Online Journal of Distance Learning Administration, 16(4), 718–745.
  32. Maqsood A. (2021). Effects of the COVID-19 pandemic on perceived stress levels of employees working in private organizations during lockdown. Avicenna, 2, 1–7.
  33. Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A structural equation model of predictors for effective online learning. Journal of Management Education, 29(4), 531–563.
  34. Matusov, E., Hayes, R., & Pluta, M. J. (2005). Using a discussion web to develop an academic community of learners. Educational Technology and Society, 8(2), 16–39.
  35. McVay, M. (2000). Developing a web-based distance student orientation to enhance student success in an online bachelor’s degree completion program in Ed. D. Program (Ed.). Unpublished practicum report presented to the Ed. D. Program. Florida: Nova Southeastern University.
  36. McVay, M. (2001). How to be a successful distance learning student: Learning on the Internet. New York: Prentice Hall.
  37. Moore, M. G. (1991). Editorial: Distance education theory. The American Journal of Distance Education, 5(3), 1–6.
  38. Moore,M. G., & Kearsley, G. (2005). Distance education: Asystems view, 2nd ed. Belmont, CA: Wadsworth.
  39. Neely, P. W., & Tucker, J. P. (2010). Unbundling faculty roles in online distance education programs. International Review of Research in Open and Distance Learning, 11(2), 20–32.
  40. Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309–319.
  41. Nwankwo. (2015). Students’ learning experience and perceptions of online course content and interactions. Walden dissertations and Doctoral Studies,188, 1–127.
  42. Olson, T. & Wisher, R. (2002). The Effectiveness of Web-Based Instruction: An Initial Inquiry. The International Review of Research in Open and Distributed Learning, 3(2), 1–17.
  43. Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco: Jossey-Bass.
  44. Parker, D., & Gemino, A. (2001). Inside online learning: comparison conceptual and technique learning performance in place-based and ALN formats. Journal of Asynchronous Learning Networks, 5(2), 64–74.
  45. Peterson, T.O. & Arnn (2005). Self-efficacy: The foundation of human performance. Performance improvement Quarterly, 18, 5–18.
  46. Puzziferro, M. (2008). Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses. American Journal of Distance Education. 22(2), 72–89.
  47. Qureshi, Q, A., Ahmad, S., Najibullah., Nawaz, A., & Shah, B. (2009). ELearning development in HEIs: Uncomfortable and comfortable zones for developing countries. Gomal University Journal of Research (GUJR), 25(2), 47–56.
  48. Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595.
  49. Reisetter, M., LaPointe, L., & Korouska, J. (2007). The impact of altered realities: Implications of online delivery for learners’ interactions, expectations and learning skills. International Journal of Electronic Learning, 6(1), 55–77.
  50. Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.
  51. Rienties, B., Tempelaar, D., Van den Bossche, P., Gijselaers, W., & Segers, M. (2009). The role of academic motivation in computer-supported collaborative learning. Computers in Human Behavior, 25(6), 1195–1206.
  52. Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
  53. Rovai, A. P., Ponton, M. K., Wighting, M. J., & Baker, J. D. (2007). A comparative analysis of student motivation in traditional classroom and e-learning courses. International Journal on E-Learning, 6(3), 413–432.
  54. Russo, T. C., & Campbell, S. W. (2004). Perceptions of mediated presence in an asynchronous online course: Interplay of communication behaviors and medium. Distance Education, 25(2), 215–232.
  55. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
  56. Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school, 171–195.
  57. S. Sirkemma (2001). Information technology in developing a meta-learning environment. European Journal of Open, Distance and E-Learning.
  58. Sama, R., Adegbuyi, J. Y., & Ani, M. I. (2021). Teaching to the curriculum or teaching to the test. Journal of Social, Humanity, and Education, 1(2), 103–116.
  59. Schiffman, L., and L. L. Kanuk. (2008). Perilaku Konsumen. Edition 7. Indeks, Jakarta.
  60. Soong, M.H.B., Chan H.C., Chua, B.C., & Loh, K.F. (2001). Critical success factors for on- line course resources. Computers & Education, 36(2), 101–120.
  61. Sun, Anna & Chen, Xiufang (2016). Online education & its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157–190.
  62. Swan (2002). Building learning communities in online course: the importance of interaction. Education Communication and Information, 2(1), 23–49.
  63. Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: A Chinese perspective. Interactive Learning Environments, 27(4), 530–546.
  64. Uddin, M., & Uddin, B. (2021). The impact of Covid- 19 on students’ mental health. Journal of Social, Humanity, and Education, 1(3), 185–196.
  65. Valdez, G., Fulton, K., Glenn, A., Wimmer, N, A., & Blomeyer, R. (2004). Effective Technology Integration in Teacher Education: A Comparative Study of Six Programs. Innovate Journal of Online Education, 1(1).
  66. Volery, T., & Lord, D. (2000). Critical success factors in online education. International Journal of Educational Management, 14, 216–226.
  67. Woods, R. H. (2002). How much communication is enough in online courses? Exploring the relationship between frequency of instructor-initiated personal email and learners' perceptions of and participation in online learning. International Journal of Instructional Media, 29, 377–394.
  68. York and Richardson (2012). Interpersonal interaction in online learning: experienced online instructors’ peceptions of influencing factors. Journal of Asynchronous Learning Networks, 16 (4), 483–98.
  69. Young, S. (2006). Student views of effective online teaching in higher education. American Journal of Distance Education, 20(2), 65–77.
  70. Zaidel M. (2007) Dynamic Evaluation of the Multimedia Interface in Computer Supported Learning. Journal of College Teaching & Learning, 4(5), 26–27.