Students’ Online Learning Behavior: A Case Study of the College of Politics and Governances of Mahasarakham University

Abstract

Background and Aims: In the current era, online communication technology has a direct impact on the education system. Information technology is closely related to the collection of data, dissemination of knowledge, high-speed communication, and the presentation of information through various media. The researcher is interested in studying the online learning behaviors of students at the Faculty of Political Science and Public Administration, Mahasarakham University. The objectives of this study are: To investigate the behaviors of students during online instruction at the Faculty of Political Science and Public Administration, Mahasarakham University. To assess the satisfaction levels of students regarding online instruction at the Faculty of Political Science and Public Administration, Mahasarakham University. To identify the problems encountered during online instruction at the Faculty of Political Science and Public Administration, Mahasarakham University.

Methodology: This research, titled “Studying Online Learning Behaviors of Students at the Faculty of Political Science and Public Administration, Mahasarakham University,” is a survey research aimed at studying the behaviors, satisfaction, and problems related to the online learning system of students at the Faculty of Political Science and Public Administration. The key informants and data collection tools include students from the Faculty of Political Science and Public Administration at Mahasarakham University. A questionnaire was used to collect data from 290 participants out of a sample size of 363.

Results: The study found that (1) the behaviors of respondents during online instruction included: participation in learning at 51.2%, timely completion of assigned tasks at 49.5%, reviewing content and conducting further research after classes at 45%, asking questions and giving comments during lessons at 42.9%, paying attention during lessons at 42.2%, using learning aids at 42.2%, preparing for classes at 39.1%, lack of interaction between instructors and students at 36.4%, maintaining focus and listening while the instructor is teaching at 35.6%, and engaging in other activities during class at 33.9%. (2) The overall satisfaction levels of students at the Faculty of Political Science and Public Administration, Mahasarakham University, were found to be moderate in various aspects. For example, students expressed moderate satisfaction with online teaching methods, gaining knowledge and understanding of the content taught online, feeling excited and enjoying online learning, the preparedness of the atmosphere during classes, convenience in participating in class activities, appropriateness and clarity of text size, clear audio, and visual quality, easy communication during lessons, clarity of subject matter and expected learning outcomes, self-understanding of using online lessons, and suitability of online learning formats. Overall, students were generally satisfied with the internet readiness and technology used for online learning. (3) However, several problems arose during online learning, such as noise distractions at 54.2%, feelings of boredom and laziness regarding online learning at 52.1%, difficulty keeping up with the instructor's content at 51.4%, lack of hands-on practice in certain subjects leading to misunderstandings at 48.6%, increased internet costs at 41.3%, slow internet connections preventing assignment submissions at 39.9%, lack of interaction between instructors and students at 36.4%, being in areas with no internet access at 35.7%, and some students lacking electronic devices at 28.7%.

Conclusion: Online instruction offers several benefits, but issues related to technology access, student engagement, assessment, and mental and social challenges need to be considered and addressed to enhance the effectiveness and overall benefits of online learning for everyone.