Online Classroom Management and Student Satisfaction in Remote Learning: Evidence From a University in Kuala Lumpur

Abstract

This study examined the relationship between university students’ perceptions of online classroom management and their overall satisfaction with remote learning in Kuala Lumpur, Malaysia. The study used both the Community of Inquiry (CoI) model as a guiding theoretical framework and Expectation Confirmation Theory (ECT) as a supporting theoretical framework. A cross-sectional survey study using a questionnaire-based instrument was utilized to collect data from 100 students at a university in Kuala Lumpur. Descriptive statistics, internal consistency reliability (Cronbach’s alpha), bivariate correlations (Pearson), and multiple regression analyses were performed on the collected data utilizing the statistical package SPSS. Findings suggested that respondents had high levels of perception regarding both the quality of their online classroom management and their overall satisfaction. The results of the reliability testing revealed high levels of internal consistency reliability for both the Online Classroom Management Scale and the Student Satisfaction Scale. In addition, the bivariate correlation coefficient analysis found a very strong positive association between Online Classroom Management and Student Satisfaction. Regression analysis indicated that online classroom management significantly predicted student satisfaction.These findings indicate that approximately 92.4% of the variance in Student Satisfaction can be explained by the perceived quality of classroom management. These results suggest that universities should focus on developing structured course organization, interactive communication strategies, and technical and administrative support to provide optimal learning experiences for students participating in remote learning in Kuala Lumpur.