How to cite this paper
Almarabeh, T., Mohammad, H., Rajab, L & Majdalawi, Y. (2024). Educational triumphs in the face of crisis: The university of Jordan's e-learning satisfaction: Evidence from the pandemic time.International Journal of Data and Network Science, 8(1), 221-226.
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Al-Rashidi, F. (2018). The level of using the reflective practices among secondary school teachers-from their points of view- in the Baredah governorate. Journal of Faculty for Basic Education in Educational and Human Sciences / Babel University, 38, 284-294
Al-Shorman, B., & Bawaneh, A. (2018). Attitudes of Faculty Members and Students towards the Use of the Learning Man-agement System in Teaching and Learning. The Turkish Online Journal of Educational Technology, 17(3), 1-15.
Armstrong-Mensah, E., Ramsey-White, K., Yankey, B., & Self-Brown, S. (2020). COVID-19 and distance learning: effects on Georgia State University School of public health students. Front. Public Health 8:576227. doi: 10.3389/fpubh.2020.576227.
Aucejo, E. M., French, J., Araya, M. P. U., & Zafar, B. (2020). The impact of COVID-19 on student experiences and expecta-tions: Evidence from a survey. Journal of public economics, 191, 104271. doi: 10.1016/j.jpubeco.2020.104271. PMID: 32873994; PMCID: PMC7451187.
Baltà-Salvador, R., Olmedo-Torre, N., Peña, M., & Renta-Davids, A. I. (2021). Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students. Education and information technologies, 26(6), 7407-7434. doi: 10.1007/s10639-021-10593-1. Epub 2021 Jun 5. PMID: 34108843; PMCID: PMC8179070.
Bawaneh, A. K., Moumene, A. B. H., & Aldalalah, O. (2020). Gauging the Level of Reflective Teaching Practices among Sci-ence Teachers. International Journal of Instruction, 13(1), 695-712. https://doi.org/10.29333/iji.2020.13145a
Bawaneh, A., Zain, A. N. M., Salmiza, S., & Abdul Ghani, K. (2012). The Effect of a Brain-Based Teaching Method on Con-ceptual Change in Students’ Understanding of Electricity. International Journal of Physics & Chemistry Education, 4(2), 79-96.
Gay, L. R., & Airasian, P. W. (2003). Educational research: Competencies for analysis and application (7th Ed), Prentice-Hall. USA
Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923-6947. doi: 10.1007/s10639-021-10523-1
Hassan, S. U. N., Algahtani, F. D., Zrieq, R., Aldhmadi, B. K., Atta, A., Obeidat, R. M., & Kadri, A. (2021). Academic self-perception and course satisfaction among university students taking virtual classes during the COVID-19 pandemic in the Kingdom of Saudi-Arabia (KSA). Education Sciences, 11(3), 134. doi: 10.3390/educsci11030134
Hwang, S., & Kim, H. K. (2022). Development and validation of the e-learning satisfaction scale (eLSS). Teaching and Learn-ing in Nursing, 17(4), 403–409.
IAU. COVID-19: Higher education challenges and responses. International Association of Universities) 2020(. Available from: COVID-19: Higher Education challenges and responses - IAU (iau-aiu.net)
Keržič D, Alex JK, Pamela Balbontín Alvarado R, Bezerra DdS, Cheraghi M, Dobrowolska B, et al. (2021) Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. PLoS ONE 16(10): e0258807. https://doi.org/10.1371/journal.pone.0258807
Linh, P.D., & Trang, T.N. (2020). Pandemic, social distancing, and social work education: students’ satisfaction with online education in Vietnam. Social Work Education. 2020, 39(8), 1074–1083. doi: 10.1080/02615479.2020.1823365.
Mariyudi, M., Sakdiah, H., Fadhla, T., & Ikramuddin, I. (2021). ICT Adaptation in ERL-Based Learning During the COVID-19 Pandemic. International Journal of Engineering, Science and Information Technology, 1(3), 116-122. DOI: https://doi.org/10.52088/ijesty.v1i3.137
Moolla, A. I., & Bisschoff, C. A. (2012). Validating a model to measure the brand loyalty of fast moving consumer goods. Journal of social sciences, 31(2), 101-115.
Shahzad, A., Hassan, R., Aremu, A. Y., Hussain, A., & Lodhi, R. N. (2021). Effects of COVID-19 in E-learning on higher ed-ucation institution students: the group comparison between male and female. Quality & quantity, 55, 805-826. doi: 10.1007/s11135-020-01028-z
Sokolovskaya, I. E. (2020). Socio-psychological factors of students satisfaction in the context of digitalization of education during the COVID-19 pandemic and self-isolation. Digital sociology, 3(2), 46-54.
Younas, M., Noor, U., Zhou, X., Menhas, R., & Qingyu, X. (2022). COVID-19, students satisfaction about e-learning and ac-ademic achievement: Mediating analysis of online influencing factors. Frontiers in psychology, 13, 948061. doi: 10.3389/fpsyg.2022.948061. PMID: 36081717; PMCID: PMC9444837.
Al-Rashidi, F. (2018). The level of using the reflective practices among secondary school teachers-from their points of view- in the Baredah governorate. Journal of Faculty for Basic Education in Educational and Human Sciences / Babel University, 38, 284-294
Al-Shorman, B., & Bawaneh, A. (2018). Attitudes of Faculty Members and Students towards the Use of the Learning Man-agement System in Teaching and Learning. The Turkish Online Journal of Educational Technology, 17(3), 1-15.
Armstrong-Mensah, E., Ramsey-White, K., Yankey, B., & Self-Brown, S. (2020). COVID-19 and distance learning: effects on Georgia State University School of public health students. Front. Public Health 8:576227. doi: 10.3389/fpubh.2020.576227.
Aucejo, E. M., French, J., Araya, M. P. U., & Zafar, B. (2020). The impact of COVID-19 on student experiences and expecta-tions: Evidence from a survey. Journal of public economics, 191, 104271. doi: 10.1016/j.jpubeco.2020.104271. PMID: 32873994; PMCID: PMC7451187.
Baltà-Salvador, R., Olmedo-Torre, N., Peña, M., & Renta-Davids, A. I. (2021). Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students. Education and information technologies, 26(6), 7407-7434. doi: 10.1007/s10639-021-10593-1. Epub 2021 Jun 5. PMID: 34108843; PMCID: PMC8179070.
Bawaneh, A. K., Moumene, A. B. H., & Aldalalah, O. (2020). Gauging the Level of Reflective Teaching Practices among Sci-ence Teachers. International Journal of Instruction, 13(1), 695-712. https://doi.org/10.29333/iji.2020.13145a
Bawaneh, A., Zain, A. N. M., Salmiza, S., & Abdul Ghani, K. (2012). The Effect of a Brain-Based Teaching Method on Con-ceptual Change in Students’ Understanding of Electricity. International Journal of Physics & Chemistry Education, 4(2), 79-96.
Gay, L. R., & Airasian, P. W. (2003). Educational research: Competencies for analysis and application (7th Ed), Prentice-Hall. USA
Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923-6947. doi: 10.1007/s10639-021-10523-1
Hassan, S. U. N., Algahtani, F. D., Zrieq, R., Aldhmadi, B. K., Atta, A., Obeidat, R. M., & Kadri, A. (2021). Academic self-perception and course satisfaction among university students taking virtual classes during the COVID-19 pandemic in the Kingdom of Saudi-Arabia (KSA). Education Sciences, 11(3), 134. doi: 10.3390/educsci11030134
Hwang, S., & Kim, H. K. (2022). Development and validation of the e-learning satisfaction scale (eLSS). Teaching and Learn-ing in Nursing, 17(4), 403–409.
IAU. COVID-19: Higher education challenges and responses. International Association of Universities) 2020(. Available from: COVID-19: Higher Education challenges and responses - IAU (iau-aiu.net)
Keržič D, Alex JK, Pamela Balbontín Alvarado R, Bezerra DdS, Cheraghi M, Dobrowolska B, et al. (2021) Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. PLoS ONE 16(10): e0258807. https://doi.org/10.1371/journal.pone.0258807
Linh, P.D., & Trang, T.N. (2020). Pandemic, social distancing, and social work education: students’ satisfaction with online education in Vietnam. Social Work Education. 2020, 39(8), 1074–1083. doi: 10.1080/02615479.2020.1823365.
Mariyudi, M., Sakdiah, H., Fadhla, T., & Ikramuddin, I. (2021). ICT Adaptation in ERL-Based Learning During the COVID-19 Pandemic. International Journal of Engineering, Science and Information Technology, 1(3), 116-122. DOI: https://doi.org/10.52088/ijesty.v1i3.137
Moolla, A. I., & Bisschoff, C. A. (2012). Validating a model to measure the brand loyalty of fast moving consumer goods. Journal of social sciences, 31(2), 101-115.
Shahzad, A., Hassan, R., Aremu, A. Y., Hussain, A., & Lodhi, R. N. (2021). Effects of COVID-19 in E-learning on higher ed-ucation institution students: the group comparison between male and female. Quality & quantity, 55, 805-826. doi: 10.1007/s11135-020-01028-z
Sokolovskaya, I. E. (2020). Socio-psychological factors of students satisfaction in the context of digitalization of education during the COVID-19 pandemic and self-isolation. Digital sociology, 3(2), 46-54.
Younas, M., Noor, U., Zhou, X., Menhas, R., & Qingyu, X. (2022). COVID-19, students satisfaction about e-learning and ac-ademic achievement: Mediating analysis of online influencing factors. Frontiers in psychology, 13, 948061. doi: 10.3389/fpsyg.2022.948061. PMID: 36081717; PMCID: PMC9444837.