1Associate Professor, Gedu College of Business Studies, Royal University of Bhutan, Gedu, Bhutan
2Associate Lecturer, Gedu College of Business Studies, Royal University of Bhutan, Gedu, Bhutan
3Lecturer, Gedu College of Business Studies, Royal University of Bhutan, Gedu, Bhutan
4Associate Lecturer, Gedu College of Business Studies, Royal University of Bhutan, Gedu, Bhutan
Online published on 24 May, 2022.
The practice of blended learning in higher educational institutions in Bhutan, like most other countries, abruptly transitioned to online learning after the Covid-19 pandemic. It has raised a question about ensuring quality online education as most of the higher educational institutions in the country were deemed to be unprepared to support such an abrupt transition. Against the backdrop of such happenings, this study aimed at finding the impact of online teaching on students’ learning and satisfaction.
Data is collected from 320 students through a well-designed questionnaire with the help of an online google form using a convenient sampling technique. Hypothesis testing research design is adopted in this study.
The results revealed that the predictor variables such as instructor competence, self-motivation, home environment and internet quality significantly affect students’ learning and satisfaction. It also indicated that instructor competence and students’ home environment mainly determine their learning from online classes. In contrast, students’ satisfaction is determined by the quality of internet accessibility and the instructor's competence.
This study presents the first comprehensive analysis of the teaching-learning process with students’ learning and satisfaction in business education in Bhutan during pandemic covid-19. It gives insight into the role of contextual dimensions in the online-teaching learning process.
Online Teaching Learning, Instructor Competence, Self-Motivation, Home Environment, Internet Quality, Students’, Learning, Satisfaction, Covid-19, Pandemic
