USING STUDENT SATISFACTION SURVEYS TO EVALUATE ONLINE COURSES

Abstract

This study investigates the satisfaction of engineering students with online courses. A comprehensive assessment approach was employed, including the analysis of the Customer Satisfaction Index, the Net Promoter Score, the Technology Acceptance Model, the Expectancy-Disconfirmation Theory, and the Community of Inquiry framework. The research methodology involved a comprehensive analysis of questionnaire design principles for assessing satisfaction with online courses, focusing on factors such as
technical accessibility, content quality, and tutor support. The results of this analysis informed the development of a questionnaire survey to collect data on student satisfaction with an online-course. Empirical data revealed that approximately 20% of students reported shortcomings related to technical aspects and the quality of textual materials. Based on a theoretical interpretation of the findings through the lenses of Technology Acceptance Model, Expectancy-Disconfirmation Theory, and Community of Inquiry, a set of practical recommendations was developed, with a central focus on feedback automation mechanisms. The study proposes specific solutions, including the integration of chatbots into Learning Management Systems, the use of learning analytics for proactive monitoring, natural language processing for qualitative data analysis, and the automation of content quality control. This research contributes to the theory and practice of online learning by demonstrating the benefits of a comprehensive assessment approach for optimizing the educational process and increasing student satisfaction, while also providing a toolkit for creating a continuously improving educational environment.