




































American International Journal of Social Science Research 

Vol. 6, No. 1; 2021 

ISSN 2576-103X   E-ISSN 2576-1048 

Published by CRIBFB, USA 

 

16 

AFGHAN STUDENTS’ SATISFACTION FROM ONLINE 

LEARNING DURING COVID-19 AT KANDAHAR UNIVERSITY, 

KANDAHAR, AFGHANISTAN  
 

 

Abdul Nafi Himat 

General Teaching Manager of Agriculture Faculty,  

Mirwais Khan Nika Zabul Institute of Higher Education  

Zabul, Afghanistan   

E-mail: abdulnafi.himat2017@gmail.com 

 

Mohammad Hanif Takal 

Nominated Teaching Assistant 

Mathematics Department, Education Faculty 

 Mirwais Khan Nika Zabul Institute of Higher Education  

Zabul, Afghanistan   

E-mail: mohammadhaniftakal@gmail.com  
 

Mohammad Farooq Hakimi 

Senior Teaching Assistant 

Head of Mathematics Department 

Education Faculty, Kandahar University 

Kandahar, Afghanistan   

E-mail: Farooq123hakimi@gmail.com 

 

ABSTRACT 

This purpose of this study was to examine the satisfaction of Afghan students from online 

learning during COVID-19 at Kandahar University, Kandahar, Afghanistan. This research used 

a quantitative approach, and the learners were from several departments of Education Faculty 

as well as they were selected through random sample. Similarly, the questionnaire was the main 

instrument of this study. As well as, three hundred and forty students took participation. After 

collecting the data, it was analyzed by implementing IBM 24 version of (SPSS). Moreover, the 

findings of this research indicated that majority students were not satisfied from distance 

education because learners could not learn from online education compare to traditional 

classroom setting, learners did not have access to internet-based learning through computer or 

smartphone, students did not prefer web-based learning, and learners did not seek the same 

descriptions of lessons on online learning process compare to traditional method of classroom. 

Also, online learning did not able students to learn independently. However, they were somehow 

satisfied from the role of teachers who played their role as a facilitator during e-learning 

process. 

 

Keywords: ICTs, Technology, Online Learning, Students’ Satisfaction. 

 

JEL Classification Codes: A19, B10, B25, C10, C53 

mailto:abdulnafi.himat2017@gmail.com


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INTRODUCTION 

Information and Communication Technologies (ICTs) has created new opportunities for 

education (Askar & Halici, 2004). Thus, learning can occur anywhere and anytime, even there is 

a geographical separation between learners and lecturer. In distance education, (ICTs) can make 

a bridge among students and teachers as well as through (ICTs) they can easily interact with each 

other (Moore & Kearsley, 1996). Similarly, (ICTs) are digital tools or sources which control, 

spread, and create information as well they include both traditional such as radio, television, and 

fax as well as new devices or new technologies are internet, teleconferencing, interactive CDs, 

DVDs, email, the World Wide Web, virtual realities, hypertext, hardware, and software (Apena, 

2012; Olusola & Alaba, 2011; Wang & Woo, 2007). These all tools control and process 

information and also facilitate communication (Apena, 2012; Koustourakis, Panagiotakopoulos 

& Vergidis, 2008). Also, the development of technology makes distance education all possible 

and encourages more people to become engaged in learning, specifically adults hence, e-learning 

has received much attention of the educational contexts (Askar et al., 2004; Allen, Elaine & 

Seaman, 2015). Moreover, technology has clearly made the life of humans easier as well as it 

enhances the process of learning and teaching (Ala-Mutka, Punie & Redecker, 2008). 

In the same way, e-learning is a system of learning based on technology which use 

electronic technologies in order to access educational curriculum or materials outside the 

traditional classrooms or educational campus (Jama, Mapesela & Beylefeld, 2008). Likewise, 

online education is a method of instruction which allow learners and teachers to interact with 

each other through using internet as a method of communication (Al-Asfour, 2012). Distance 

education provides an independent student-centered and lecturer facilitated engagement that 

facilitate interaction with teachers and students which may not always be possible within the 

traditional classroom settings (Michailidou & Economides, 2003). Besides, e-learning refers to a 

course, program or degree that is completed through online as well as it is the practice of 

electronic education systems such as computer, internet and multimedia disks (Salamat, Ahmad, 

Bakht & Saifi, 2018; Wantling, Weight, Gallaher, Fleur, Wang & Confer, 2000). Additionally, 

internet-based learning refers to a situation where the interaction between learners and teacher is 

performed through online system (Ajadi, Salawu & Adeoye, 2008). In computer-assisted 

learning, students are far away from the campus, and they are educated through a mixture of 

media (Mahmood, Mahmood & Malik, 2012). According to Franklin & Nahari (2018) e-learning 

is also known as online learning, internet learning, computer-assisted instruction, web-based 

learning, distributed learning, distance education, computerized electronic learning, or internet-

based learning. 

The use of web-based learning is not a new phenomenon in some parts of all over the 

world. As well as, the use of online learning attracted the attention of all educational contexts, 

particularly when the government of all countries closed schools and universities due to COVID-

19. Therefore, it diverts the attention of all educational contexts, especially of those contexts that 

did not have distributed learning programs. In Afghanistan, when all educational campuses 

closed, schools and universities tried to perform the process of teaching through internet-based 

learning because they did not have other ways. Therefore, in Afghanistan the Ministry of Higher 

Education (MoHE) tried to provide the process of teaching by lecturers to students through web-

based learning process. After, the (MoHE) get benefited from the Higher Education Learning 

Management System (HELMS) in order to provide teaching materials to students. Furthermore, 

the problem of this study was that most of the learners claimed during COVID-19 that they do 

not have zeal with distance learning, and even many students do not want to participate on the 



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process of online learning as well many students claimed that they do not have access to internet 

even laptops and smartphones in order to access online learning. Similarly, a study carried out at 

Kabul Polytechnic University, Afghanistan by Sokout & Usagawa (2018) the researchers stated 

that Afghanistan is still having troubles with reliability of internet connection, electricity, ICTs 

centers and quality of service. In addition, the researchers further stated on their study that 

having proper infrastructure is one of the major necessities for the implementation of e-learning 

programs in Afghanistan. Furthermore, there are limited studies conducted regarding e-learning; 

specifically, regarding students’ satisfaction from online learning at Kandahar University, 

Kandahar, Afghanistan. Consequently, this study tries to fill the gap through conducting this 

research. Lastly, this study would help not only with (HELMS) of Afghanistan as well as with 

Kandahar University in order to bring modification in this part. 
 

Objective of the Research 

 To investigate the satisfaction of students from online learning during COVID-19 at 

Kandahar University, Kandahar, Afghanistan. 

 

LITERATURE REVIEW 

Kuo, Walker, Belland & Schroder (2013) investigated the satisfaction of students from online 

education programs at College of Education, Western University. The findings showed that 

learner-instructor interaction, learner-content interaction, and internet self-efficacy were good 

predictors of students’ satisfaction while interactions between learners and self-regulated 

learning did not contribute to student satisfaction. The study further stated that learner-content 

interaction is the largest unique variance of student satisfaction. Likewise, as e-learning has 

taken the place of traditional or face-to-face educational environments (Mahmood et al., 2012). 

Therefore, according to studies carried out by Lao & Gonzales (2005); Northrup (2009); Swan, 

Shea, Fredericksen, Pickett, Pelz & Maher (2000) that the following parts are important for the 

satisfaction of students from online teaching, interaction among students, quality and timely 

interaction between learner and lecturer, consistent course design across courses, technical 

support availability, and flexibility of online courses compared to face-to-face. Likewise, factors 

that affect students’ satisfaction include interaction with teachers, active discussion between 

students and clarity of program design (Swan, 2001). Also, support of stuff and high quality 

instructional services also result in higher students’ satisfaction with the educational environment 

(Yukselturk & Yildirim, 2008). Moreover, Harsasi, & Sutawijaya (2018) conducted a study at 

Terbuka University, Indonesia. The researchers wanted to investigate the factors that effect on 

learners’ satisfaction from internet-based learning. The findings of this study asserted that the 

structure of course, flexibility of online tutorials and technology quality were the factors which 

had impacts on learners’ satisfaction. 

A study conducted by Zaheer, Babar, Gondal & Qadri (2015) in Pakistan to measure the 

satisfaction of students from e-learning. The findings showed that majority students are highly 

satisfied from distance learning provided by the University. Similarly, Simpson (2012) examined 

students’ perceptions of quality and satisfaction in regionally accredited online courses on ten 

different institutions. The findings revealed that students are highly satisfied because the students 

reported that they were comfortable when they received their lesson through online mode. 

Moreover, a research conducted at Anatolian University on nine hundred and seventeen 

undergraduate learners in Turkey by Sahin (2007) the researcher analyzed the characteristics of 

online learning environment as well the relationship among satisfaction of students from distance 

education and learning environments. The findings indicated that students had a higher level of 



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satisfaction from distance learning. The study further stated that personal relevance, instructor 

support, active learning and authentic learning were the factors which significantly and 

positively increased students’ satisfaction. The findings reveled more that personal relevance was 

the strongest predictor of students’ satisfaction. In addition, students who linked their course 

content with their personal experiences were satisfied from online learning. The findings of this 

study added more that computer-assisted learning is student-centered method because lecturer 

support such as, timely assist, useful feedback, and easy communication were the key factor for 

students’ satisfaction on distance education.   

Likewise, a comparative study conducted in Pakistan to compare the level of students’ 

satisfaction at Allama Iqbal Open University’s (AIOU) distance learning and International 

Islamic University’s traditional classroom programs of educational psychology course taught by 

the same instructor. The findings asserted that internet-based learning and traditional classroom 

students experienced a high level of satisfaction. Moreover, it was determined that there was 

very slightly difference in the levels of students’ satisfaction on the distance learning and 

traditional classroom students (Mahmood, et al., 2012). Similarly, a study carried out at (AIOU), 

Islamabad, Pakistan which investigated the relationship between students’ satisfaction on 

distance learning. The results of this study indicated that majority of the students had high level 

of satisfaction regarding students-instructor interaction, instructor performance and course 

evaluation (Ali, Ramay & Shahzad, 2011).  

In addition, Arif, Ameen & Rafiq (2017) investigated students’ satisfaction from the use 

of web-based services at (AIOU), Pakistan. The study used pilot tested questionnaire-based 

survey to collect data from 388 students, and they were from eleven different academic 

departments of the Faculty of Social Science and Humanities. The findings of this study 

discovered that majority of the students (82%) were satisfied from the use of web-based services 

at (AIOU). The study further showed that t-test analysis showed that no difference was found in 

the opinion of male and female respondents in terms of their satisfaction with the use of web 

services. Moreover, ANOVA results indicated that there was no significant difference illustrated 

in satisfaction with the use of the web services among the respondents enrolled in different 

disciplines of the faculty.  Additionally, a study carried out by Al-Asfour (2012) at a private 

University and determined students’ satisfaction of statistics online courses. The results of this 

research asserted that majority students were satisfied from online learning. Similarly, a 

qualitative study conducted in order to determine the satisfaction levels of undergraduate 

students at a private University in courses delivered through distance education. The findings 

displayed that students have satisfaction from distance education courses (Caliskan, Suzek & 

Ozcan, 2017). Likewise, a study carried out on students from a modular course of the School of 

Humanities, Hellenic Open University, Greece. The researchers investigated distance learning 

factors in a blended distance education environment, namely the student-tutor interaction, the 

performance of the teacher and the course evaluation by the students. Majority students were 

satisfied from their studies. Moreover, learners were satisfied from the instructor’s performance 

and communication and interaction with their lecturer (Anagnostopoulou, Mavroidis, Giossos & 

Koutsouba, 2015). 

Likewise, a study conducted on online distance universities of Japan to investigate the 

undergraduate students’ ideas and learning preferences in regard to five aspects of distance 

learning such as, student-teacher interaction, learner content interaction, student-student 

interaction, learner-interface interaction and learner interaction. The results declared that students 

were generally satisfied from their learning. The study further showed that learning satisfaction 



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was higher for those students who had persevere with online learning challenges, students who 

found it easy to use computers were more satisfied than those who did not (Bray, Aoki & 

Dlugosh, 2008).  In addition, Kutluk & Gulmez (2012) carried out a study to find out distance 

education learners’ satisfaction level and efficiency in education quality at Accounting Distance 

Education Program in two universities of Turkey. The findings asserted that students were 

satisfied.  Likewise, Nadia & Iqbal (2011) conducted a research to measure the satisfaction level 

of students towards e-learning in higher Education, Pakistan. The findings revealed that students 

were satisfied from e-learning programs. Also, Agbanu, Sonyo, Region & Ahiase (2018) 

conducted a research at University of Education, Winneba in the Volta Region campuses, Ghana. 

As well as, the researchers wanted to identify factors that influence students’ satisfaction on 

distance education programs. The results showed that administrative support services that focus 

on students, course evaluation by students, the instructor’s performance, and the student 

instructor interactions influence students’ satisfaction.   

Moreover, Roach & Lemasters (2006) carried out a research in the United States to find 

the satisfaction of learners from online learning. The findings indicated that students on the 

online program were satisfied from the courses. In addition, Irungu (2016) investigated the 

factors that influence on learners’ satisfaction from online learning. The results asserted that 

large extent of students were satisfied from online learning which offered through the School of 

Continuing and Distance Studies at University of Nairobi, Kenya. As well, majority respondents 

showed their satisfaction by stating that they would still enroll through distance education. 

Similarly, the study indicated more that students’ preferred distance learning as opposed to 

regular classroom-based learning. Likewise, many learners disclosed that their expectations were 

met through the program and participants stated that they would encourage friends and relatives 

to enroll distance learning. The study further disclosed that personal characteristics, learning 

content and leaner support services were the factors which influenced students’ satisfaction. 

Furthermore, researcher investigated online tutoring system in Computer Science Multimedia at 

University College Shahputra. The findings showed that online tutoring system is interesting, 

and pleasant to be used. The students agreed that online learning gave them flexibility on their 

learning compared to traditional learning. The study indicated more that students were satisfied 

from the content, structure, and had a motivation on using online tutoring system (Arif, & 

Khalifa, 2012). Whereas, Sunkara & Kurra (2017) conducted a research in India to analyze the 

tendencies of learners about the use of online learning systems in teaching and learning process. 

The findings of the study disclosed that students were not fully satisfied from distance learning 

whereas 77.49% of them were comfortable with using internet and web-based services for 

learning while 51.93% always able to use technology and internet for learning process.  

 

RESEARCH METHODOLOGY 

Research Design  

This study tried to identify the satisfaction of learners from e-Learning during COVID-19 at 

Kandahar University. A quantitative approach was employed for this study.  

 

Population and Sampling 

The population of this study was 340 students and they were selected through a random sample 

from Mathematics, Chemistry, Biology, Physics, English, Pashto, Dari, Physical Education and 

Computer Learning Departments of Education Faculty, Kandahar University, Kandahar, 

Afghanistan. Additionally, the learners were from all four levels freshmen, sophomore, junior 



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and senior as well as out of three hundred and forty (340), two hundred and ninety-one (291) 

were males and forty-nine (49) were females. 

 

Instrument and Data Collection Procedure 

The instrument of this research was questionnaire and it had two parts. The first part was the 

demographic data of the participants, and the second part was related to students’ satisfaction 

from online learning. The questionnaire had sixteen items, and they were asked from the 

participants through using the Likert scale beginning from “strongly disagree to strongly agree”. 

Similarly, the questionnaire was translated into native language (Pashto) of the respondents, and 

then the data was collected from the respondents. 

   

Validity and Reliability of the Questionnaire 

The questionnaire was checked for several times before collecting the data from the participants 

of the study. Moreover, somehow changes brought in the items, especially in the order of the 

statements. Furthermore, the reliability the questionnaire was excellent (0.9).  

 

Data Analysis Procedure 

The data was analyzed through the use of 24 versions of SPSS. The frequency and percentage of 

the participants’ responses are reported with items in a table. 

 

FINDINGS 

Table 1. Shows the satisfaction of students from online leaning at Kandahar University 

 

No Item 
Strongly 

Disagree 
Disagree 

Somehow 

Agree 
Agree 

Strongly 

Agree 

1 

I could learn more in a distance 

education environment than in a 

traditional classroom. 

182 

(53.5%) 

103 

(30.3%) 

31  

(9.1%) 

16 

(4.7%) 

8     

 (2.4) 

2 
I had access online learning 

through computer. 

173 

(50.9%) 

94 

(27.6%) 

34 

(10.0%) 

29 

(8.5%) 

10 

(2.9%) 

3 

I preferred distance learning 

than face-to-face (traditional 

method). 

169 

(49.7%) 

92 

(27.1%) 

41 

(12.1%) 

32 

(9.4%) 

6  

(1.8%) 

4 

I got the same explanations on 

online learning as I received in 

the traditional method. 

151 

(44.4%) 

98 

(28.8%) 

56 

(16.5%) 

27 

(7.9%) 

8 

 (2.4%) 

5 
I was satisfied from online 

learning. 

149 

(43.8%) 

89 

(26.2%) 

72 

(21.2%) 

16 

(4.7%) 

14 

(4.1%) 

6 I had zeal with online learning. 
126 

(37.1%) 

93 

(27.4%) 

67 

(19.7%) 

38 

(11.2%) 

16 

(4.7%) 

7 

On online learning, I could 

interact with the instructor of 

the course through e-mail and 

chat. 

118 

(34.7%) 

94 

(27.6%) 

55 

(16.2%) 

59 

(17.4%) 

14 

(4.1%) 

8 The assignments on the online 115 90 66 58 11 



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learning course facilitated my 

learning. 

(33.8%) (26.5%) (19.4%) (17.1%) (3.2%) 

9 
The instructor was accessible to 

answer my questions. 

111 

(32.6%) 

82 

(24.1%) 

80 

(23.5%) 

50 

(14.7%) 

17 

(5.0%) 

10 
The presentation of the internet-

based learning course was clear. 

110 

(32.4%) 

83 

(24.4%) 

87 

(25.6%) 

47 

(13.8%) 

13 

(3.8%) 

11 
The activities were used based 

on the objectives of the course. 

109 

(32.1%) 

92 

(27.1%) 

85 

(25.0%) 

45 

(13.2%) 
9 (2.6%) 

12 
I had access e-learning through 

smartphone. 

109 

(32.1%) 

62 

(18.2%) 

55 

(16.2%) 

68 

(20.0%) 

46 

(13.5%) 

13 

The course lessons used on 

distance education facilitated 

my learning. 

107 

(31.5%) 

93 

(27.4%) 

88 

(25.9%) 

41 

(12.1%) 

11 

(3.2%) 

14 
Online learning abled me to 

learn independently. 

99 

(29.12%) 

80 

(23.5%) 

66 

(19.4%) 

73 

(21.5%) 

22 

(6.5%) 

15 

I was satisfied from the 

teaching skills of teachers on 

online learning course. 

90 

(26.5%) 

99 

(29.1%) 

81 

(23.8%) 

54 

(15.9%) 

16 

(4.7%) 

16 

On online learning, the teacher 

functioned as a facilitator of the 

course. 

75 

(22.1%) 

70 

(20.6%) 

93 

(27.4%) 

82 

(24.1%) 

20 

(5.9%) 

 

Table 1. the satisfaction of learners from internet-based learning, Kandahar University. 

The first item asserts that students cannot learn from online learning compare to traditional 

teaching process 53.5% because they strongly disagree. In addition, 30.3% disagree, only 9.1% 

were somehow agree, 4.7% agree and only 2.4% learners strongly agree since students can learn 

on the e-learning process. As well as the 2nd item illustrates that 50.9% students do not have 

access online learning to follow their lessons through computers. 27.6% disagree, 10% learners 

somehow agree because they have access web-based education. Furthermore, 8.5% agree and 

2.9% strongly disagree. Likewise, the 3rd statement reveals that 49.7% students strongly 

disagree because they do not value to internet-based learning. Therefore, it can be said that 

students prefer traditional classrooms. Similarly, 27.1% disagree but 12.1% somehow agree, 

9.4% agree, and 1.8% strongly agree. Moreover, the 4th item highlights that 44.4% students 

strongly disagree as well 28.8% learners disagree because they do not get the same descriptions 

on e-learning as they receive on a traditional classroom. However, 16.5% students somehow 

agree, 7.9% agree, and few learners 2.4% strongly agree. Additionally, the 5th statement 

demonstrates that respondents strongly disagree because they do not satisfy from distance 

education 43.8% as well as 26.2% disagree. However, 21.2% somehow agree, agree 4.7% and 

only 4.1% students strongly disagree.  

The 6th item indicates that 37.1% students strongly disagree because they do not have 

zeal with online learning and 27.4% disagree. Whereas, 19.7% somehow agree, 11.2% agree and 

4.7% strongly agree. In addition, the 7th line shows that 34.7% strongly disagree, 27.6% 

disagree. However, 16.2% students can interact with teachers of online learning classroom 

through chats, 17.4% agree and less present 4.1% of learners cannot interact with their teachers. 

As well, the 8th statement reveals that the assignments do not help students learning 33.8%, also 

26.5% disagree. Additionally, 19.4% learners agree. Likewise, 17.1% agree and 3.2% strongly 



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agree. Furthermore, the 9th item of the table illustrates that 32.6% students report that teachers 

do not have access to their questions, and more 24.1% learners also disagree. Moreover, 23.5% 

somehow agree that teachers have access to students’ questions, 14.7% agree and the rest part of 

the students strongly agree 5%. Additionally, the 10th item asserts that students strongly disagree 

32.4% because the presentation was not clear on e-learning process and 24.4% also disagree. 

Furthermore, 25.6% of the learners somehow agree, 13.8% agree and 3.8% strongly agree.  

Similarly, the 11th item indicates that all activities implemented on internet-based 

learning course were not based on the goals of course 32.1% and 27.1% disagreed. Additionally, 

25% somehow agreed, 13.2% agreed and few percent 2.6% strongly agreed. Likewise, the 12th 

line of the table demonstrates that 32.1% learners strongly disagree and 18.2% disagree. 

Moreover, 16.2% students somehow agree because they have access web-based learning through 

smartphones, 20% agree and 13.5% strongly agree. Moreover, the 13th item highlights that 

31.5% strongly disagree, and 27.4% disagree. In addition, 25.9% somehow agree, 12.1% agree 

and 3.2% students strongly agree that lessons provided on the online learning process helped 

their learning. Furthermore, shows that 29.1% students strongly disagree, and 23.5% disagree 

that online learning do not able students to learn independently. In addition, 19.4% somehow 

agree, 21.5% agree and 6.5% students strongly agree. Also, the 15th item asserts that 26.7% 

learners were not satisfy from teaching skills of their teachers as well 29.1% disagree. Moreover, 

23.8% somehow agree, 15.9% agree and 4.7% strongly agree. The last item indicates that 22.1% 

leaners strongly disagree and 20.6% disagree. As well, 27.4% students somehow agree that 

teachers only instruct them during online learning. Likewise, 24.1% agree, and 5.9% strongly 

agree.  

DISCUSSION 

The findings of this study showed that majority students of Education Faculty at Kandahar 

University cannot learn from online learning compare to traditional classroom environment. 

Through this it can be said that students can learn better on a traditional way because they were 

not satisfied from online learning. The finding of this study is not line with a study conducted by 

Zaheer et al., (2015) in Pakistan that majority students were highly satisfied from distance 

learning provided by the University. In addition, whereas the finding of this study is supported 

more that this finding is not in line with a comparative study conducted in Pakistan to compare 

the level of students’ satisfaction at (AIOU) distance learning and International Islamic 

University’s traditional classroom programs of educational psychology course taught by the 

same instructor. The findings asserted that distance learning and traditional classroom students 

experienced a high level of satisfaction. Moreover, it was determined that there was very slightly 

variance in the levels of learners’ satisfaction in the e-learning and traditional classroom students 

(Mahmood, et al., 2012). 

The finding of this study asserted that students do not have access to internet-based 

learning through computer (desktops or laptops). It can be inferred that students do not have 

electronic devices in order to access e-learning teaching process because they were not satisfied. 

As well as, it can be imagined that students do not have access to technology. Therefore, it can 

be said that learners cannot learn through e-learning process because they do not have access to 

online learning. This finding can be somehow supported by Sunkara et al., (2017) because the 

findings of their study disclosed that students are not fully satisfied from distance learning 



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whereas 77.49% of them were comfortable in using internet and web services for learning while 

51.93% always able to use technology and internet for learning process. The finding of this study 

is also not in accordance with a study conducted by Himat, (2020) at Mirwais Khan Nika Zabul 

Institute of Higher Education, Education Faculty, Zabul, Afghanistan. He stated in his research 

that the citizens of Afghanistan, especially students who are studying at institutions and 

universities have access to technology.  

Likewise, the next finding indicated that students do not prefer web-based learning. It 

means that they value traditional environment of learning. This finding is against with Irungu 

(2016) because the results asserted that large extent of students were satisfied from online 

learning which offered through the School of Continuing and Distance Studies at University of 

Nairobi, Kenya. As well, majority respondents showed their satisfaction by stating that they 

would still enroll through distance education. Similarly, the research indicated more that 

students’ preferred distance learning as opposed to regular classroom-based learning.  Similarly, 

many learners asserted that their expectations were met through the programme and respondents 

stated more that they will encourage their friends and relatives to enroll distance learning. 

Additionally, the finding of this study asserted more that students do not seek the same 

descriptions of lessons on online learning compare to traditional method of classroom. It can be 

inferred that learners did not receive the explanations of teaching materials through web-based 

learning as they received in the face to face classrooms. The finding of this study is not in match 

with Simpson (2012) who carried out a study to examine students’ perceptions of quality and 

satisfaction in regionally accredited online courses on ten different institutions. The findings 

revealed that students are highly satisfied because the students were comfortable when they 

received lessons through online mode. 

Furthermore, the findings revealed that online learning did not able majority students to 

learn independently. It can be said that students were belonged on teachers, and they were not 

left alone to work and learn from their own selves This finding of this research is not in line with 

Sahin (2007) that distance education is student-centered method because lecturer only support 

such as, timely assist, useful feedback, and easy communication is still a key factor for students’ 

satisfaction on distance education. Similarly, the finding indicated that students of Education 

Faculty at Kandahar University were not satisfied from teaching skills of teachers in web-based 

learning courses. Through this it can said that teachers may not have good plan in order to teach 

students as well they may not work based on the stated objectives in the course syllabus. The 

finding of Roach et al., (2006) is not in accordance with this current study finding because their 

findings indicated that students on online program were satisfied with the courses.   

Besides, the findings of this study showed more that students were somehow satisfied 

because teachers played their role on the internet based learning courses as a facilitator. Through 

this it can be said that teachers were only instruct students in order to learn teaching materials. 

This finding can be supported by a research conducted at Anatolian University on 917 learners in 

Turkey by Sahin (2007) that distance education is student-centered method because teachers only 

assist students and show ways what to do.  In all, the findings showed that more than half 



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(50+%) of the respondents were not satisfied from online learning.  This finding is somehow in 

line with Arif et al., (2017) carried out a research on students’ satisfaction with the use of web-

based services at (AIOU), Pakistan. The findings of this study revealed that majority of the 

students (82%) were satisfied from the use of web-based services. 

 

CONCLUSION  

This research used a quantitative method in order to find the satisfaction of Education Faculty’s 

learners from online learning during coronavirus at Kandahar University. The participants were 

340, and they were elected by applying random sampling method. Also, many participants of the 

study were male than female learners. In addition, the findings of this study revealed that 

majority leaners were dissatisfied from internet-based learning for several causes because they 

could not learn from online learning compare to traditional classroom setting, learners did not 

have access to internet-based learning through computer, students did not favor web-based 

learning, students did not seek the same descriptions of lessons on online learning than 

traditional method of classroom, online learning did not able students to learn independently, but 

approximately 27.4% students were somehow satisfied from the role of lecturers who played 

their role as a facilitator on the distributed learning courses.  

 

SUGGESTIONS 

This current study investigated the satisfaction of students from internet-based learning of 

Education Faculty at Kandahar University during COVID-19 pandemic. Therefore, the following 

suggestions are important based on the findings of this research to be noted in future. First, as 

students did not have access to online learning; consequently, if the Ministry of Higher 

Education (MoHE) of Afghanistan attract the attention of the Ministry of Information and 

Communications Technology (MICT) to develop a policy in order to make the price of internet 

cheap for the students, it will help with students to get higher education through online learning 

without lots of barriers. As well, as it is clear that Afghanistan is one of those countries which 

have many poor people and have low income because this issue is essential to be cleared. 

Secondly, if the (MICT) work for the quality of internet, it will assist not only with learners, it 

will also help with the rest residents of country because the quality of internet has relation with 

students’ satisfaction from online learning. Third, if the (MoHE) of Afghanistan extend the 

access of internet from cities to districts or far away villages of cities, students will be able to 

access online learning from their homes. Moreover, the following suggestions are given for 

further studies to investigate the advantages and disadvantages of online learning, perceptions of 

teachers and students about online learning, impacts of e-learning on learners’ academic 

performance and the challenges of internet-based learning from the perspective of lecturers and 

students.  

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