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Information Sciences Letters

Information Sciences Letters

Abstract

During the COVID-19 pandemic, many universities switched to virtual classrooms. Online learning has benefits, but faculty and students have to overcome barriers to adjust to this new educational process. This research explores the factors most influencing students engagement in online tertiary education, and examines their relation to instructors and students satisfaction. Following a broad literature review for the factors that may affect engagement in online learning in general and virtual classrooms in specific, a quantitative descriptive survey was designed and pilot-tested to examine the impact of the extracted factors on students engagement from the faculty and students’ perspectives. This self-reported questionnaire was then distributed via Microsoft Forms to 273 students and 109 faculty members (382 total respondents). The results showed that the most significant factors affecting students engagement from the perspectives of instructors and students are the behavioral and the learning-experience design. The results also revealed that satisfaction can be impacted greatly by only the technical factor and the behavioral factor from the instructors perspectives, however from the students perspectives it can be impacted by the psychological, behavioral, and learning experience deign factors.

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