Understanding the experiences of students who self-initiate mobile device use for online courses or course-related activities provides institutions with valuable insights. In this study, we report how students enrolled in online courses in higher education voluntarily used mobile devices for their coursework and course-related activities, the challenges in using these devices, and how they managed those challenges. We surveyed 103 college students enrolled in one or more fully online courses regarding their habits in using mobile devices for online learning. Findings reveal most participants use mobile devices for convenience, portability, and overall ease of use. The way the devices are used for course-related activities varies, however, with reasons ranging from taking notes and reading course materials, to downloading those materials, communicating, socializing, and other purposes. Challenges when using these devices often relate to access issues and overall limitations of the technology. Yet, despite these limitations, some reported that, depending on the task, even though using a mobile device often took longer compared to a laptop or PC, the convenience of using it was a greater benefit. Participants were surveyed about their experiences prior to the COVID-19 pandemic, providing additional perspectives for possible future research focused on emergency circumstances to remote teaching or alternative forms of instruction. Additionally, this study provides a foundation of how and why students choose to use mobile devices for coursework and in what ways they may need support from their institutions related to their use.

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Supporting Student-Initiated Mobile Device Use in Online Learning

Given the pivotal role of student satisfaction in the higher education sector, myriad factors contributing to higher education satisfaction have been examined in the literature. Within this literature, one lesser-researched factor has been that of the quality and types of interpersonal interactions in which students engage. As existing literature has yet to fully explore the contributions made by different forms of interaction to student satisfaction in higher education, this study aimed to provide a more fine-grained analysis of how different forms of interaction between students, their peers and their instructors relate to different aspects of student satisfaction. A total of 280 undergraduate students from one of the largest higher education institutions in Singapore participated in the study. Results provided an in-depth analysis of eight aspects of student satisfaction (i.e. satisfaction with the program, teaching of lecturers, institution, campus facilities, student support provided, own learning, overall university experience and life as a university student in general) and suggested that the different aspects of student satisfaction were associated with three different forms of interaction: student–student formal, student–student informal and student-instructor. 

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Student satisfaction and interaction in higher education

Background: Nowadays, existence of self-motivated and efficient human resource is a key
issue of great importance in the telecommunication industry. Considering that human
resource in an organization is significant resources, steps should be taken to find
the strong and weak points in enhancing the operation of increasing efficiency in
the firm. Moreover, job satisfaction has been considered one of the important factors in the provision of superior
performance and high quality services at the telecommunication industry. Problem: Considering the telecommunication
industry that is one of the primary industries in the poor performing sector of
Cameroon. An industry is growing at high speed by adopting unfair practices. Operators
are not satisfied with the current government regulations towards issuance of SIM’s
and the imposition of XAF 3.5 billion fine. Purpose: This study aimed to explore the impacts of job stress (JS), work environment
(WE), overall compensation benefits and pay (OCS), leadership, and moderating role
of leadership on employees’ job satisfaction (EJS). Method: A quantitative
method was employed in the sample size of 515 responses. A technique of random sampling
was used to select the respondents. Data was collected through a field survey by using a closed-ended questionnaire. The analysis
was done through SmartPLS 3.0. Results: The results have supported the hypothesized model. Indeed, findings proved
a significant relationship between JS, WE, OCS, leadership, and EJS. Leadership
significantly moderates the relationship
between JS, WE, OCS, and EJS. In particular, job JS has adverse effects on EJS. Originality/Value: This paper
helps the executives of telecommunication industry how to lessen the job stress
and increase the level of job satisfaction. This paper has implications for practitioners
and researchers interested in examining the moderating role of leadership on employee’s
job satisfaction. As well as work environment plays a critical role in the satisfaction
of employees.

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Impacts of Job Stress and Overall Compensation Benefits on Employees’ Job Satisfaction with Moderation Effect of Leadership: An Empirical Study in the Telecommunication Industry of Cameroon

A rapid spread of the COVID-19 outbreak has recently shifted teaching and learning at higher education institutions (HEIs) worldwide from the traditional classroom to the online process. During the educational disruption, online teaching and learning have become an alternative to pursue education. This paper aims to analyze the antecedents and consequences of students’ study commitment at Cambodia’s HEIs during the COVID-19 pandemic. The research focused upon: adaptation of online teaching and learning, consequences and antecedents of students’ study commitment to online learning, and factors influencing students’ willingness to participate in online learning during the post–COVID-19 pandemic. The research was primarily based on an online survey among 1002 undergraduate students at Cambodia’s largest and oldest University for quantitative data. The SPSS 25 and AMOS 23 were adopted to proceed with the data analysis, especially in Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). We found that: (1) two stages of online teaching and learning processes were adopted at the Royal University of Phnom Penh (RUPP): individually-managed and institutionally-managed processes; (2) the students’ study commitment played an active role in improving their learning satisfaction. Meanwhile, academic support is one of the most outstanding factors influencing students’ online learning; and (3) in the post–COVID pandemic, 81.4% of undergraduate students did not propose to continue online learning. The survey confirms that online learning significantly reduced their academic performance, and 62.3% claimed online teaching negatively affected their studies. A prediction reveals that gender, the effect of online learning, permanent address, and home WIFI connection influence the students’ willingness to take online education in the post–COVID-19 pandemic. The findings of this research have advanced knowledge of students’ study commitment and provided scientific evidence for practitioners, planners, policymakers, and researchers to promote online teaching and learning at Cambodia’s HEIs during the post–COVID-19 pandemic.

https://www.mdpi.com/2071-1050/14/6/3184/pdf?version=1646805084

The Antecedents and Consequences of Study Commitment to Online Learning at Higher Education Institutions (HEIs) in Cambodia

The study aimed to explore the mediating role of work environment with employee job satisfaction, job stress and benefits and salary, to investigate the moderating effects of leadership between work environment and employee job satisfaction. The quantitative and inductive approach was used to collect data for 515 employees. The data was collected through a field survey with a closed-ended questionnaire methodology. The Smart-Partial Least Square (PLS-3.0) was used to analyze structural equation modeling (SEM) for studied variables. Furthermore, findings proved that there is a positive relationship between benefits and salary with employee job satisfaction. The work environment mediates the relationship between Benefits & salary and employee job satisfaction. Here, leadership moderates between work environment and employees' job satisfaction. The job stress has a relationship between employee job satisfaction, whereas, the work environment has a positive effect on job stress. This study assists the executive bodies of the telecommunication sector, how to reduce job stress and raise the level of job satisfaction among employees.

Effect of Job Stress, Benefits and Salary on Employee Job Satisfaction Based on Mediating and Moderating Role of Work Environment and Leadership: Evidence from Telecom Sector

The purpose of this study is to examine the impact of supervisor support and working conditions on job satisfaction among teaching faculty in private engineering colleges. The study on job satisfac...

Working conditions and effective supervision: Does it matter for engineering faculty job satisfaction:

Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities.

Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. 

Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS.

Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution.

Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities.

Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support.

Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support.

Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.

Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.



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Praveen Kakada

Papers

Working conditions and effective supervision: Does it matter for engineering faculty job satisfaction:

Technology Support, Social Support, Academic Support, Service Support, and Student Satisfaction