הקשר בין המאפיינים האישיים והאישיותיים של סטודנטים ושביעות רצונם מהלמידה המקוונת בתקופת הקורונה

Online learning, today’s dominant form of ‘distance learning’, is education that takes place over the Internet and is often referred to as e-learning. In an online learning process learning information, including both course content and instructor guidance, is made accessible and transmitted via computer, smartphone, or another suitable device. The use of online learning has gradually evolved over the years, but the COVID-19 pandemic accelerated its use, causing a broad segment of the academic community to make a rapid and poorly planned transition to online learning systems.The effectiveness and success of online learning systems is dependent on a variety of factors, a primary factor being the various distances that exist between the information transmitters – the lecturers – and the information receivers – the students. Online learning presents inherent challenges and opportunities that are affected by transactional distance – the psychological and communication margin between a lecturer and a student due to their different physical locations. Five different interactions involved in this theory are examined in depth, each of which has significant implications for students engaged in online learning. The five key interactions, personality patterns, self-efficacy, threat and challenge, digital literacy skills and learning strategies, are found to influence both student satisfaction and learning success.The results of the current study indicate that female students were more satisfied with online learning than their male counterparts. Additionally, students studying advanced degrees were more satisfied with online learning than those studying undergraduate degrees. Moreover, the conscientiousness and neuroticism personality indices, self-efficacy and challenge versus threat were found to be related to satisfaction in this study. Furthermore, we found that digital literacy skills (Zoom, Skype, and Moodle), together with the examination of deep versus surface learning strategy, were highly correlated with student learning satisfaction during the COVID-19 period.There are several implications of our results. Using our research findings, universities can enhance their online learning course structures. Among the recommendations of the study is to instruct the lecturers on how to structure the course structure for online learning. Students should be encouraged to take advantage of the deep learning strategy and strengthen their digital skills of online communication. Also, lowering the threat level interpreted by students when accessing online learning can have a significant positive impact on learning success and should be considered as an integral part of future online learning programs. As a result of adapting dialogue, course structure, and autonomy, the transfer of educational information by online means may become indistinguishable from traditional studying methods - conducted in a frontal manner, even more efficient and effective, resulting in high satisfaction for all.