To-Han Chang
ABSTRACT
Although distance education during COVID-19 has brought challenges to instructors and students across the globe, the extant literature indicates that online education has presented particular challenges to social work education. In this study, we examined whether there is a gap in satisfaction with online learning between social work students and non–social work students and whether an interaction mediates the relationship between a student's major and satisfaction with online learning. We analyzed data from 269 undergraduate-level students who completed an online survey in a public university in China during the COVID-19 pandemic by conducting independent-samples t tests and mediation analyses. The results revealed that social work students felt less satisfied with online learning than their counterparts with other majors, such as law, museology, and electronic and information engineering. The empirical findings showed that learner–content interaction (LCI), rather than learner–instructor interaction (LII) and learner–learner interaction (LLI), fully mediated the association between student major and online learning satisfaction. Because most social work courses focus on interaction and practice components, educators who intend to promote social work students’ satisfaction with online learning should give priority to integrating practice elements into online courses and motivating students’ interest in studying online.
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Index Terms
- Explaining Satisfaction With Online Learning Difference Between Undergraduates With a Social Work Major and Those Without in China During the COVID-19 pandemic
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