Online Learning's Impact on International School Students During COVID-19, Lecture notes of Law

Download Online Learning's Impact on International School Students During COVID-19 and more Lecture notes Law in PDF only on Docsity! VIETNAM MARITIME UNIVERSITY INTERNATIONAL SCHOOL OF EDUCATION ENGLISH COMPOSITION SCIENCE RESEARCH 2020-2021 THE EFFECTIVENESS OF ONLINE LEARNING ON STUDENTS DURING COVID-19 PANDEMIC: A CASE STUDY OF INTERNATIONAL SCHOOL OF EDUCATION – VIETNAM MARITIME UNIVERSITY Student: Instructor: LE THI MINH PHUONG (Ms) HAIPHONG 2021 2 TABLE OF CONTENTS LIST OF TABLES......................................................................................4 LIST OF FIGURES....................................................................................5 ACKNOWLEDGEMENT............................................................................6 ABSTRACT..............................................................................................7 CHAPTER 1. INTRODUCTION...................................................................8 1.1. Rationale........................................................................................8 1.2. Aims of the study.............................................................................9 1.3. Research questions.........................................................................10 1.4. Significance of the study..................................................................10 1.5. The scope of the study.....................................................................10 1.6. Research method...........................................................................11 1.7. The design of the study...................................................................11 CHAPTER 2. LITERATURE REVIEW.......................................................12 2.1. Definition of online learning...............................................................12 2.2. Previous studies about the effectiveness evaluation of online learning on students...............................................................................................12 CHAPTER 3. METHODOLOGY................................................................15 3.1. Methodological rationale...................................................................15 3.2. Research design...............................................................................15 3.2.1. Aims and designs........................................................................15 3.2.2 Research setting..........................................................................16 3.3. Data collection.................................................................................16 5 LIST OF FIGURES Figure 4-1. Used application/software..............................................................................20 Figure 4-2. Used electronic devices..................................................................................21 Figure 4-3. A conceptual framework of criteria assessing the effectiveness of online learning.............................................................................................................................22 Figure 4-4. Attendance frequency of ISE students...........................................................23 Figure 4-5. Students’ satisfaction on grades....................................................................24 Figure 4-6. Interaction level in online classes................................................................ 25 Figure 4-7. Effectiveness assessment of tasks, assignments, and examinations..............27 Figure 4-8. Knowledge gaining level of student............................................................. 29 Figure 4-9. Level of flexibility of online evaluated by students.......................................30 Figure 4-10. Impacting level of technical issues on online learning...............................31 Figure 4-11 Software/applictions quality on online learning..........................................32 Figure 4-12. Satisfaction level of ISE students on online learning................................. 33 6 ACKNOWLEDGEMENT Throughout the study process, our group received a lot of support and useful feedback from lecturers and students of International School of Education. Without your valueable information, the paper would not have been completed. We would like to express our heartfelt appreciation and gratitude to everyone who helped make this study a success. Firstly, we want to take this opportunity to express our gratefulness to our lecturer, Ms. Le Thi Minh Phuong, who is always willing to lend a helping hand and provide useful knowledge to our group during the research process as well as during the course. We would like to thank the students of International School of Education who participated in answering our survey questionnaire. Without their involvement and cooperation, we would be unable to accomplish this work. Last but not least, we would like to send special thanks to the authors of publications, books, and documents listed in the references for providing us the foundation to conduct this research. 7 ABSTRACT Since the COVID-19 pandemic widespreads and affects seriously the education sector, the transition from traditional learning to online learning has been immediately applied in order to ensure continuity of teaching and learning activities. This paper aims to investigate the effectiveness of online learning on students of International School of Education (Vietnam Maritime University) during COVID-19 epidemic. Eight criteria used to assess the effectiveness of e-learning are divided into two groups, which are direct assessment and indirect assessment; then a conceptual framework of factors reflecting the effectiveness of online learning was built. The factors includes attendance frequency, grades, interaction, assignments and examinations, knowledge acquirability of students, flexibility, technical issues, and learning software/applications. A survey questionnaire was used to obtain ISE students’ opinions regarding distance learning effectiveness. The findings are given according to the survey results, followed by the discussion of their practical situation in International School of Education during the pandemic. Finally, the conclusion and suggestions are proposed to help enhance the teaching and learning quality at ISE. 10  Building a conceptual framework of criterion assessing the effectiveness of online learning.  Investigating the effectiveness of e-learning on ISE students under students’ perspective.  Investigating the satisfaction level of ISE students on online learning. 1.3. Research questions The research is conducted to seek the answers for these following questions:  How is the effectiveness of online learning on ISE students assessed?  What is the satisfaction level of ISE students on online learning? 1.4. Significance of the study As the purpose of the study is to evaluate the effectiveness of the online learning on ISE students, the paper is significant in terms of ensuring the teaching and learning quality in a diffficult situation like COVID-19 pandemic. This issue is of interest to both teachers/schools and students. The teachers and schools wants to identify the problems in the teaching process and have timely solutions to enhancing the teaching quality. Meanwhile, the students wants to recognize the factors affecting their online learning so that they can pay more attention to those criteria in order to limit or avoid the negative impacts on their study. Furthermore, the paper also provides several particular suggestions to overcome difficulties in distance learning. 1.5. The scope of the study The survey was conducted in a week and gathered data from 36 ISE students from all three majors: Global Studies & Maritime Affairs, International Business & Logistics, and Business Management & Marketing. The respondents range in age from 18 to 23, and include freshmen, sophomores, juniors, and seniors whose online learning experience would offer the most generic and practical findings. Examining the impact on a greater number of students would definitely provide far more significant results. Furthermore, the primary source of the study is a survey questionnaire for students. 11 Expanding the objects of the research to teachers can make the paper become more comprehensive. 1.6. Research method The study results apply quantitative method to analyze the effectiveness. The data used for assessment is gathered by a survey questionnaire created on Google Forms. 1.7. The design of the study The study is divided into five chapters as follow. In Chapter I (Introduction), we provide the current context that leads to the significance of the research, purposes, questions to be solved, extent, and chosen method to conduct the research. Criteria which are used to assess the effectiveness of online learning based on the previous studies are clarified in Chapter II, Literature Review. Chapter III, which is Methodology, includes the techniques and the process for gathering information. After that, the obtained data in the preceding section is processed to answer the study questions in Chapter IV, Results and Discussion. Finally, in Chapter V (Conclusion and Suggestions), the conclusion is given according to the findings of the paper. The authors also identify the limitation in the research, and some suggestions are given to remedy the disadvantages of online learning. 12 CHAPTER 2. LITERATURE REVIEW 2.1. Definition of online learning Online learning is a concept which has been investigated by many researchers. Different terms which are commonly used to illustrate online learning includes Internet learning, virtual learning, web-based learning, e-learning, and distance learning. According to Greenhalgh (2001) ,the definition of online or electronic (e) learning can be described as the utility of electronic technology and media to deliver, assist, and improving teaching and learning. It also involves communication between students and lecturers via online content. The research of Clark and Mayer (2016) shows the same idea as e-learning is defined as instruction delivered via digital devices for the purpose of supporting learning. For the comprehensive definition, in the word of Ally (2008), online learning is defined as “the use of the Internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience”. 2.2. Previous studies about the effectiveness evaluation of online learning on students According to Tessa et al. (2012),the effectiveness of an instructional program can be assessed by direct performance evaluation method and by indirect evaluation method. The direct performance assessment can be displayed by attendance of the students during online courses. In an analysis of Agarwal and Dewan (2020), the attendance of students during online classes was used to assess the effectiveness of the online learning of students. In traditional mode of education at various universities and colleges, the problem of low attendance has occured regularly, yet the issue is even more difficult to recognize and solve in online classes. 15 software’s elements, including sound and image quality, interface, and the ease of login. It is well documented to find out that software had a significant contribution to the effectiveness of online learning. Although the criteria were evaluated differently, they all performed quite well. As one of the important factors for online learning, the software has been generally considered to be qualified, contributing to an effective online teaching-learning activity. 16 CHAPTER 3. METHODOLOGY 3.1. Methodological rationale This research was conducted with the aim of evaluating the effectiveness of online learning with ISE students in the circumstance of the studying affected by the COVID-19 epidemic. Criteria used to assess the effectiveness of e-learning on students were identified and divided into two groups, which are direct evaluation and indirect evaluation. Then a conceptual framework of the factors was built. To contain an accurate assessment, the research made a survey of students opinions as questionnaires on factors influencing the online learning process. Consequently, the quantitative method, which is used to answer the question of how much/how many for an element or component (Raisnger, 2018), is considered the most appropriate solution. This method allows researchers to collect data from attitudes of students towards the characteristics of distance learning, analyze and evaluate effectiveness as well as to conduct quality comparisons with the traditional studying. The results were then presented in the form of graphs to describe the distribution of students' individual opinions. 3.2. Research design 3.2.1. Aims and designs This research involves three phases with the purpose of determining the effectiveness of online learning. The first stage was desk research, in which we synthesized a list of criteria, including direct assessment and indirect assessment, from the literature. The second stage was to conduct a survey through a Google Form questionnaire to discover ISE students perceptions and opinions about the criteria assessing online learning as well as the reasons for their selections. The third phase was to analyze the collected data to identify which elements work effectively. Finally, based on students' opinions, researchers proposed recommendations to improve the quality of online learning. 17 The second phase took place when Google Form was formed with three main parts:  Part 1: Assemble figure about the demographics of the individuals participating in the survey with questions on gender, majors, educational level, application/software and equipment utilized in the learning process.  Part 2: Include questions about specific criteria such as interaction, attendance, grades, etc. for survey participants to provide their personal views  Part 3: Involve a question about the overall satisfaction of ISE students about this pedagogy, whether online learning meets their expectations. 3.2.2 Research setting Due to the impact of the Covid 19 epidemic and the government's regulations to reduce the disease spread, the studying has been disrupted. At this time, online learning has become the most suitable alternative to traditional teaching and learning. For the International School of Education, online studying has been applied for two semesters, so its effectiveness level significantly affects students' learning. This research targeted the opinions of ISE students at Vietnam Maritime University to demonstrate their perspectives towards this pedagogy. Based on the previous studies, the criteria for direct assessment and indirect assessment of the effectiveness of online learning have been discovered and put into a conceptual framework. The survey on these factors was carried out in a week and assembled data from 36 ISE students in all three majors: Global Studies & Maritime Affairs, International Business & Logistics and Business Management & Marketing. The participants include freshmen, sophomores, juniors and seniors, ages from 18 to 23, whose online learning experience would provide the most generalized results. 3.3. Data collection Researchers used quantitative methods to investigate factors, which are popular to study the characteristics of a problem in gathering user opinions. The survey was conducted in July when ISE students have been about to finish the semester which the 20 CHAPTER 4. RESULTS AND DISCUSSION This chapter illustrates the results of the collected data and the discussion involved, so it is divided into three main sections corresponding to the three parts of the survey : Sample Description of the Study, Assessment of the effectiveness of online learning on ISE students and Satisfaction level of ISE students on online learning 4.1 Sample Description of the Study In this section, ISE students filled in basic information about gender, majors, year of studying, electronic devices and application/software utilized during distance learning. The results present that there were 16 male students participating while this number for females was 20. All respondents had online learning experiences. Table 4-1: Majors distribution of studen paricipating in survey Majors Number of students IBL 27 BMM 7 GMA 2 Total 36 Table 4-1 shows the number of students in the different majors, who participated in the survey. Most of the respondents (27 people) were majoring in International Business & Logistics (IBL). Meanwhile, only 7 students in Business Management & Marketing (BMM) and 2 students in Global Studies & Maritime Affairs (GMA) answered the survey. Even though the figures distribute unevenly when almost students were from the IBL major, the discrepancy does not affect the results of the research because all three majors have undergone online learning in a certain time. 21 Table 4-2. Educational level of students participating in survey Educational level Number of students Freshman 2 Sophomore 2 Junior 4 Senior 28 Total 36 It can be seen obviously from Table 4-2 that the majority of students in the survey were seniors, with 28 students. They have many experiences in online learning and traditional learning in order to give general views on the comparison of the two pedagogy forms. As a result, the research paper is able to include many opinions based on practical experiences and consider whether distance studying offers the same quality as traditional learning. Meanwhile, only 4 third-year students participated and this number for sophomore and freshman students was 2. Obviously, juniors and youngers do not have much interest in joining in the survey on this topic. Figure 4-1. Used application/software 22 TranS is the most popular software, with 97.2% of students saying that they use it when studying online. This almost absolute metric is comprehensible as TranS is the application adopted by the ISE management for their students. Meanwhile, 52.8% of students answered that they use Google Meet for distance learning; the reason for this selection is some teachers organize learning on Google Meet instead of on TranS and many devices such as MacBooks are not supported to install TranS applications. In addition, Zoom, which is used in several countries to minimize the impact of the Covid 19 epidemic on education, is unpopular in the case of ISE, with 33.3%. Other platforms accounted for a negligible rate, at 5.6%. Obviously, a student can use multiple software for online learning due to differences in courses and diversity in teacher requirements. Figure 4-2. Used electronic devices Electronic devices are the most important support tools for students in the online learning process. Therefore, problems related to these devices would significantly affect the effectiveness of distance studying. When conducting questionnaires about electronic devices, the results present that laptops and smartphones are the most popular, the data are 77.8% and 72.2% respectively. This metric allocation is owing to the variety of equipment serving distance learning activities. In many circumstances, for example, 25 the majority of ISE students attends online classes frequently, whereas a small number of learners does not participate adequately in the courses. The percentage of students who are always present at classes makes up for 69.4% of the total respondents, while the rate for the learners that often take part in e-learning classes is 22.2%. Beside the positive signs reflect the high frequency rate of attendance, the problem of low attendance still occurs. Up to 8.3% of the respondents said that they are rarely present at classes in e- learning process. In traditional learning method, the low attendance problem has stood in not only ISE but also Vietnam Maritime University and other colleges, and the problem continues to remain in online learning method as it is more difficult to recognize. The attendance checking cannot solve this problem because some students join in the classes to fulfill the checking only. Then they just let the devices on and are not really present behind the screen. The lecturers can ask the students for the video access, but they cannnot completely control the students’ appearance during the class, not to mention that students may have some problems related to devices and Internet connection. 4.2.2.2 Grades Figure 4-5. Students’ satisfaction on grades One of the most direct and clear way to evaluate the effectiveness of an instructional program is the learning outcome of learners. In order to discover this aspect, we included the question related to the satisfaction of students on their grades. The chart 26 shows the responses of ISE students on whether grades that they get in online courses reflect their study. Overall, the results describe a high satisfaction level of ISE students on their grades. As displayed in the chart, about 75% of the learners agrees that the grade expresses their effort in the learning process. Other previous studies demonstrated the similar results with this trend in ISE. According to Navarro and Shoemaker (2000), by conducting a systematic analysis model, they discovered that that the results of online learners were as similar as or higher than conventional learners without consideration for background factors, and students were satisfied with this learning mode. However, there is up to 25% of respondents who are still unpleased with the grades getting in online courses. To explain these results, they claimed that the inadequacy in organizing examination and being easily distracted when studying online make their grades lower than they expected compared to the outcome that they get in conventional classes. 4.2.2.3 Interaction Figure 4-6. Interaction level in online classes Since the interaction is an important factor affecting the effectiveness of online learning in particular and student’s learning in general, a question related to this issue 27 was raised during our research: How students would evaluate the level of interaction between lecturers and ISE students during online learning. To answer this question, we provide respondents five levels of interaction including low, average, fairly high, high, and very high. The above chart shows ISE students assessment of the interaction level in online courses. From the distribution of levels, it can be said that a large number of ISE students doing the survey does not highly evaluate the communication in distance learning. More than half of the surveyed learners, with 55.6%, evaluate the effectiveness of this criterion as medium. The lecturers have different ways to communicate with students; however, they have to consider and control various aspects to remain the effectiveness of online classes. According to students’ opinions, due to the limitation in ways of conveyance in online learning, it is difficult for the lecturers to ensure the amount of knowledged conveyed in a class as well as the lesson comprehension of students in a limited period. The teachers still interact with students, but the communication is less than in traditional classes because they have to ensure the knowledge in order to follow the study progress of students. Therefore, students also become less proactive in discussion with lecturers. With 16.7% of the respondents agrees that the interaction in classes is low, it reflects a considerable problem in the e-learning environment of ISE, which needs to have solutions to improve the quality of study and teaching. According to the students, in most online courses, the interaction is one-way from the teachers. Only when the teachers asks, the students express their opinions. Sometimes, the learners do not speak even when being asked. This problem occurs due to different reasons such as technical issues, student’s distraction. During the classes, the video access is not required , and the teachers always display their slides on the screen. As a results, the lecturers cannot observe and monitor the students with their study. Besides, the interaction among students also declines. Unlike traditional classes where learners are easily to discuss with others, in distance classes, they cannot exchange their views on the lesson, especially when group activities are organized. On the other hand, there are results demonstrating positive situation for this learning mode. The percentage 30 this period is quite new compared to the conventional method, but it is the most suitable way for students to ensure their study until the situation backs to normal context. The learners also suggest that the online learning requires them to focus on self-study and research if they want to get good marks. By this way, the students become more active in finding different sources of information to get deeper understanding about the lesson, so their self-discipline is also practiced. 4.2.2.5 Knowledge acquirability of students The pie chart below illustrates the result about students acquisition of knowledge, which is considered an indirect assessment in the evaluation of online learning. It shows that the majority of respondents expressed the amount of knowledge they acquired was moderate. Figure 4-8. Knowledge gaining level of students When being asked how much knowledge could be obtained from online lessons, 61.6% of the students said that the gaining knowledge was in medium. The remaining data is that 16.7% of students found they could get lots of lecture content, while the figures for "none" and "little" answers are equally 11.1%. No student found that they were able to attain all the conveyed content. The amount of gaining knowledge depends on two main factors, which are the teaching methods of the lecturers and the 31 concentration of the students. Although teachers are enthusiastic about transmitting knowledge to students, especially in situations such as online learning, the limitations of this pedagogy form have created many challenges. Teachers have to use methods like Word to explain and videos via Youtube to make it easier for students to understand; however, some issues disrupt the teaching content. In addition, lecturers cannot control all concentrations of students. It is very difficult for students to sit in front of the screen for three hours to listen to the whole lesson, and they are easily distracted by the around problems. Students are also less pressured by the teacher to focus on studying when the teacher cannot know what they are doing. Because of such limitations, students' ability to approach knowledge is not high. Nevertheless, lecturers always try to create interactions with students through asking questions and discussing so students can still gain some learnings. 4.2.2.6 Flexibility Figure 4-9. Level of flexibility of online evaluated by students The results describe that two-third students said that this form of learning brought a lot of convenience and flexibility, which is also considered the important strength of this pedagogical method. Besides, the number of people answering "fairly flexible" accounts 27.8% and the rest showed that online learning was not flexible. Compared with traditional learning, distance studying method has many advantages in 32 terms of space and time. Teachers can easily fluctuate the schedule to fit the student's willingness with little hindrance. Therefore, the schedule can be arranged meticulously and flexibly to meet the needs of lecturers and students. Moreover, the biggest benefit of online learning is that there is no need for movement because this form only requires electronic devices and the Internet. The lessons participants do not have to go to school, instead they can join anywhere, at home, at work and even a coffee shop. This would bring comfort to students as they can study in the place they want without moving to another location. It is even more relevant in the current period when meetings can increase COVID cases. Furthermore, it benefits people living far from the school, which requires much travel time, not to mention the incidents occur during movement. 4.2.2.7 Technical issues Technical issues can lead to interruptions in the delivery of lesson content so it is evaluated as an indirect factor affecting the effectiveness of this form. All surveyed students said that these problems such as internet connection, devices, power outages, etc., have influence, even great influence distance learning. Figure 4-10. Impacting level of technical issues on online learning Online studying replacing traditional learning is a new teaching method, so it is not easy to optimize its effectiveness, especially technical issues. The chart describes 33.3% of total students said that technical factors have a significant influence on distance learning. The data for "affected" and "fairly affected" answers are the same, with 25%, 35 After assessing different criteria which reflect the effectiveness of online learning, we raise an overall question for ISE students to evaluate their satisfaction level on e-learning during COVID-19 epidemic. In general, the majority of surveyed students feels that they are fulfilled with the distance learning at ISE. The figure for respondents that evaluate the e-learning as unsatisfied and less satisfied accounts for 27.8% of the total responses. Their choice is due to some main problems related to concentration, interaction, techinical issues, examination, and preference of traditional learning, which are considered to seriously affect their learning experience. On the other hand, up to 72.3% of the surveyed learners said that they are fairly satisfied to satisfied with the online learning. According to the respondents, despite of several drawbacks during study process, online learning is the most potential and suitable solution to ensure the study of students in the pandemic. In the context of isolation and that students cannot go to universities, distance learning has emphasized its benefits and significant effectiveness on ISE students until now. 36 CHAPTER 5. CONCLUSION & SUGGESTIONS 5.1. Conclusion The aim of this paper is to assess the effectiveness of online learning on ISE students during the COVID-19 pandemic. Through the research, we present a conceptual framework to clarify and assessing the criteria, considering both direct evaluation and indirect evaluation. For the direct assessment, the effectiveness of e-learning is displayed through two elements, including attendance frequency and grades. The criteria which assess the effectiveness of e-learning indirectly can be referred to interation, assignments and examination, knowledge acquirability of students, flexibility, technical issues, learning software/applications. Through the quantitative approach, the research illustrates eight criteria used for assessing the effectiveness of distance learning on ISE students during the epidemic. The first criterion is attendance frequency. The result shows a quite high rate of attendance frequency of ISE students, which means the teachers perform strong control over the students’ attendance, and the students also show their self-discipline during e-learning. The other category of direct evaluation method is grade. The rate for this element demonstrates that the ISE learners are fulfilled by the grades given during online courses, and the grading is considered to be fair. Thirdly, the university should pay more attention on improving the interaction in the study process, as the majority of students do not evaluate favourably this criterion. Next, the category of tasks, assignments, and examinations illustrates a negative sign, since half of respondents agree that there is still an inadequacy in giving assignments and exams to students. The knowledge acquirability of students also reflects moderate effectiveness, because the learners do not gain much knowledge from the courses. Another indirect assessment factor is flexibility, and the result emphasizes this factor as a strong benefit of e-learning compared to the traditional mode. On the other hand, most of the respondents agree that technical issues affect negatively their distance learning experience. Finally, the criterion of learning 37 software/applications shows a high fulfillment level of ISE learners. The used software/applications provide interface, sound and images in a good quality, while all tools that students needs during classes are also displayed in a convenient way. 5.2. Limitation of the study The outcome of this research is to support the stakeholders, including teachers, students, universities, colleges, in assessing the effectiveness of online learning in not only International School of Education but also other colleges and universities. However, owing to a number of uncertain factors such as limited time, a lack of sources, and the researchers' competence, some limitations still exist. Firstly, the paper does not cover a wider scope of research as the study only approaches to a small number of ISE students. If the number of respondents increases, the result will be far more significant. In addition to the scope limitation, due to the lack of time, the researchers cannot evaluate the effectiveness of e-learning under teachers’ perspective to investigate a more comprehensive study on this issue. Therefore, we would call for further investigation on online learning to get more complete assessment. Despite the constraints indicated above, we believe that this paper will help the stakeholders to identify the weaknesses and apply appropriate solutions to enhance the performance of the e-learning. 5.3. Suggestions Online learning is the most appropriate alternative to traditional studying during the Covid 19 pandemic. Nevertheless, this form has not achieved a high quality like classroom learning. Therefore, to increase its effectiveness and benefits, it is essential to improve the factors that negatively affect this pedagogy. The authors investigated and considered some methods to ameliorate four criteria reducing the quality of distance learning, which are interaction, factors related to tasks, assignments and examinations, knowledge acquirability, and technical issues. These elements are all evaluated to have an impact on the effectiveness of online studying while the quality is not high. There are a few suggestions that may be considered to increase the results of online classes, which 40 are not guaranteed, which is also considered as a backup plan if any problems occur. Furthermore, before taking the tests, students and teachers should prepare a plan B to avoid the cancellation. Teachers can conduct second tests while students should have replacement devices. These options will help participants reduce the impact of technical problems with online lessons. These suggestions above are able to be applied in the case of International School of Education and other online classes. 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Reported Cases and Deaths by Country or Territory. Retrieved from https://www.worldometers.info/coronavirus/ 47 APPENDIX Survey questionnaire: The effectiveness of online learning on students during COVID-19 pandemic: A case study of International School of Education – Vietnam Maritime University Dear ISE students, Aiming to support the exercise of the English Composition course, we conduct this survey with the purpose of collecting information on the effectiveness of online learning as well as ISE students satisfaction with teaching-learning online activities during the Covid 19 epidemic. The information you provide will help us complete the research and offer appropriate solutions to make online teaching and learning more convenient and effective. Your comments will be used for research purposes only. I. General information: 1. What is your gender? A. Male B. Female 2.Which year you are in? A. Freshman B. Sophomore. C. Junior D. Senior 3. Which major do you study? A. IBL B. GMA C. BMM 4. Have you ever attended online learning? A. Yes B. No 50 C. Fairly affected D. Affected E. Very affected • Why do you choose this answer? Explanation 8. How do you evaluate the quality of your learning software/application ( sound and image quality, interface, etc.) A. Low B. Average C. Fairly high D. High E. Very high • Why do you choose this answer? Explanation III. Assessing the satisfaction level of ISE students in online learning. 1. Evaluate your satisfaction of online learning at ISE A. Unsatisfied B. Less satisfied C. Fairly satisfied D. Satisfied E. Very satisfied 51