PERCEIVED LEARNING AND SATISFACTION WITH ONLINE LEARNING AMONG MANAGEMENT STUDENTS DURING COVID-19 PANDEMIC

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dc.contributor.authorTAMANG, SUJAN
dc.date.accessioned2022-06-23T09:49:31Z
dc.date.available2022-06-23T09:49:31Z
dc.date.issued2022-06
dc.descriptionThe COVID-19 pandemic emergency disrupted normal life functioning across the globe. One major change involved universities that had to transform the traditional FTF classes into online courses as a new normal. As a result of the sudden shift towards online learning due to COVID-19, many studies have been conducted focusing on perceived learning and student satisfaction in this new environment. This research aims to look at the elements that influence students' perceptions of learning and their impact on learning satisfaction in online classrooms during the pandemic. This study also investigates the mediating role of perceived learning in the relation between these determinants and student satisfaction.en_US
dc.description.abstractSchools and Universities swiftly moved toward the online teaching-learning platform. The university professors and students are gradually adjusting to the situation (Chakraborty, Mittal, Gupta, & Yadav, 2020). The swift implementation did not give academicians, policy makers, and students enough time to research and design the best practices and procedures in online teaching-learning (Agarwal & Dewan, 2020). The pandemic has a substantial impact on kids' learning and well-being, and it is likely to exacerbate gaps in access to quality education between advantaged and impoverished children (Dawadi et al., 2020).en_US
dc.identifier.urihttps://hdl.handle.net/20.500.14540/11514
dc.language.isoenen_US
dc.subjectONLINE LEARNINGen_US
dc.subjectPERCEIVED LEARNINGen_US
dc.titlePERCEIVED LEARNING AND SATISFACTION WITH ONLINE LEARNING AMONG MANAGEMENT STUDENTS DURING COVID-19 PANDEMICen_US
dc.title.alternativeONLINE LEARNING AMONG MANAGEMENT STUDENTSen_US
dc.typeThesisen_US
local.academic.levelMastersen_US
local.institute.titleSchool of Managementen_US

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