Abstract
Although scholars have explored the drivers of students’ e-learning intention, actual responses to online classes and the impact of online classes on student performance and the satisfaction-performance link remain under-explored. Thus, this study aimed to investigate higher education students' attendance, performance, and satisfaction with online classes. We collected data from two sources: (i) a cross-sectional survey of 214 undergraduate students in two phases and (ii) the administrative office. Data were analyzed using partial least square structural equation modeling via the Smart PLS (4.0.8.9). The results showed that students’ response to online classes is influenced by their intentions and other external antecedents, which in turn determine satisfaction. However, no statistical evidence was found for the relationship between student satisfaction and performance. The findings of this study contribute to the extension of theoretical models, such as the theory of planned behavior, the theory of reasoned actions, and the technology acceptance model used in the domain of online learning. The study findings have significant practical implications for the acceptance and use of e-learning.
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