University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2)

Purpose: This study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic Design/methodology/approach: A correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data Findings: The mean score of students' satisfaction was low (m = 45 14, SD = 25 62) Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58 53, SD = 24 51), followed by learner-learner interaction (m = 47 50, SD = 22 64) Learner-content interaction had the lowest total mean score (m = 45 80, SD = 24 60) Significant differences in students' satisfaction were identified according to the level of education, university type and marital status Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses Originality/value: Online education is not well-established in developing countries This study contributed to the limited knowledge of university students’ preparedness and satisfaction with online education during the early stage of COVID-19 pandemic © 2021, Emerald Publishing Limited