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Using a concurrent triangulation mixed-methods design, the research collects quantitative survey data from 2,663 university students across faculties and schools in Türkiye during the 2020–2021 fall semester, and qualitative input from 494 students via open-ended questions. Satisfaction is measured with an e-satisfaction scale, while behavioural engagement is indicated by LMS logins, live-course logins, and recorded course views. Results show moderate satisfaction and significant links between satisfaction, academic achievement, and behavioural engagement, with students citing desire for face-to-face education, LMS usefulness, assessment gaps, inefficiencies, technical issues, process challenges, and limited instructor support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/university-student-satisfaction-and-behavioural-engagement-during-emergency-remote-teaching/597022/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/university-student-satisfaction-and-behavioural-engagement-during-emergency-remote-teaching/597022.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study aims to examine students’ online learning satisfaction in the context of emergency remote teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were quantitative and qualitative data collected?",{"text":117,"@type":113},"Quantitative data came from 2,663 students using mixed-methods triangulation, and qualitative data came from 494 students through open-ended questions or free text.",{"name":119,"@type":110,"acceptedAnswer":120},"What indicators were used to measure behavioural engagement?",{"text":121,"@type":113},"Behavioural engagement indicators included the number of LMS logins, live-course logins, and recorded course views.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597022,1792170756,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| Volume 49 (1) | Winter / Hiver 2023 |\n| --- | --- |\n\nUniversity Student Satisfaction and Behavioural Engagement During Emergency Remote Teaching  \nSatisfaction des étudiants universitaires et engagement comportemental pendant l'enseignement à distance d'urgence  \nNecati Taşkın, Ordu University, Vocational School of Technical Sciences, Türkiye Bülent Kandemir, Ordu University, Vocational School of Technical Sciences, Türkiye Kerem Erzurumlu, Ordu University, Vocational School of Technical Sciences, Türkiye  \nAbstract  \nThis study aimed to examine students’ online learning satisfaction in the context of emergency remote teaching. The research was carried out using a concurrent triangulation design with mixed methods. The quantitative data were collected from 2,663 students studying at different faculties/ schools of a state university in Türkiye in the fall semester of the 2020–2021 academic year. Qualitative data were collected from 494 students who expressed their opinions through open-ended questions or free text. Participants consisted of students who participated voluntarily according to the convenient sampling method. An e-satisfaction scale was used to determine students’ online learning satisfaction. The number of logins to the learning management system (LMS), logins to live courses, and recorded course views of students were considered to be behavioural engagement indicators. According to the findings, the students had a moderate level of satisfaction. There was a significant difference between both academic achievement and behavioural engagement of students with satisfaction levels. Students frequently mentioned these themes: longing for face-to-face education, the usefulness ofthe LMS, inadequate assessment, the inefficiency of online learning, technical problems, challenges ofthe process, and insufficient instructors. This study recommends that instructors, educational authorities, and policymakers consider online student satisfaction for a successful digital transformation in higher education.  \nKeywords: Online learning satisfaction; Emergency remote teaching; Behavioural engagement; Academic achievement  \nCJLT/RCAT Vol. 49 (1)  \nRésumé  \nCette étude visait à examiner la satisfaction des étudiants en matière d'apprentissage en lignedans le contexte de l'enseignement à distance d'urgence. La recherche a été menée dans un plan de triangulation simultanée à partir de la méthode mixte. Les données quantitatives de l'étude ont été collectées auprès de 2,663 étudiants étudiant dans différentes facultés/écoles d'une université d'État en Turquie au cours du semestre d'automne de l'année universitaire 2020-2021. Des données qualitativesont été collectées auprès de 494 étudiants qui ont exprimé leur opinion à travers des réponses en texte libre. Les participants sont des étudiants qui ont participé volontairement selon la méthode  \nd'échantillonnage pratique. L'échelle de satisfaction électronique a été utilisée pour déterminer la satisfaction des étudiants en matière d'apprentissage en ligne. Le nombre de connexions au système degestion de l'apprentissage (LMS), de connexions aux cours en direct et de vues de cours enregistrées des étudiants sont des indicateurs d'engagement comportemental. Selon les résultats, les étudiants ontun niveau de satisfaction modéré . Il existe une différence significative entre les réalisations académiques et l'engagement comportemental des étudiants avec les niveaux de satisfaction. Les étudiants ont fréquemment mentionné ces thèmes: désir de retourner à l'éducation en face à face,  \nl'utilité du LMS, l'évaluation inadéquate, l'inefficacité de l'apprentissage en ligne, les problèmes techniques, les défis du processus et les instructeurs insuffisants. Cette étude recommande aux enseignants, aux autorités éducatives et aux décideurs politiques de prendre en compte la satisfaction des étudiants en ligne pour une transformation numérique réussie dans l'enseignement supérieur.  \nMots clés: Satisf","cbCaimDJaWxPvbBB","https://ap.wps.com/l/cbCaimDJaWxPvbBB","pdf",405064,26,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to examine students’ online learning satisfaction in the context of emergency remote teaching.\"},{\"question\":\"How were quantitative and qualitative data collected?\",\"answer\":\"Quantitative data came from 2,663 students using mixed-methods triangulation, and qualitative data came from 494 students through open-ended questions or free text.\"},{\"question\":\"What indicators were used to measure behavioural engagement?\",\"answer\":\"Behavioural engagement indicators included the number of LMS logins, live-course logins, and recorded course views.\"}]","University Student Satisfaction and Behavioural Engagement During Emergency Remote Teaching | PDF",1792084222,66]