Breaking Barriers: Enhancing Student Satisfaction in Online Engineering Education

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This study advances the understanding of learner satisfaction in online education, particularly within higher education (HE) engineering programs. It develops a conceptual model categorizing key factors affecting satisfaction and provides empirical evidence on their impact, offering actionable recommendations for educators and institutions. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Background:</i> Online education has transformed traditional learning environments, increasing access and flexibility. However, HE programs, especially engineering, face significant challenges when transitioning from face-to-face formats to hybrid or fully online. Understanding the factors influencing student satisfaction in this context is crucial to enhance learning experiences. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Research Questions:</i> 1) What are the key barriers affecting learners’ satisfaction with online learning in higher engineering courses in Ireland? and 2) What is the degree of influence of these barriers on learner satisfaction? <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Methodology:</i> Data were collected from 608 students enrolled in HE engineering courses in Ireland. The study used partial least squares structural equation modeling (PLS-SEM) to analyze the interaction between six key factors categorized into personal and technical domains. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><i>Findings:</i> Learner motivation, online learning tools optimization, and addressing psychological well-being emerged as critical elements to improve student satisfaction. Contrary to expectations, increased use of asynchronous communication channels and greater Internet connectivity did not significantly contribute to higher satisfaction levels. These findings provide valuable insights for improving the online learning experience in HE engineering education.