Learner-content interaction in e-learning- the moderating role of perceived harm of COVID-19 in assessing the satisfaction of learners

Pardeep Kumar,Charu Saxena,Hasnan Baber

doi:10.1186/s40561-021-00149-8

Pardeep Kumar, Charu Saxena + Show 1 more

https://doi.org/10.1186/s40561-021-00149-8

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Abstract

Envisioning learning sans interaction is absurd. Interaction plays a pivotal role in the efficacy and effectiveness of the present-day blended learning systems. Learner-content interaction contributes predominately towards the successful realization of the expected learning outcomes. In order to satisfy the learners and to impart them quality knowledge and education, e-learning content comprising of excellent learning and website content is of paramount importance. In the present COVID-19 outbreak challenging times the significance of e-learning system development and its application is much more pronounced. To gauge this, the study aims to examine the relationship between learner-content and the e-learning quality to determine the impact of e-learning quality on learners’ satisfaction under the moderating effect of perceived harm due to COVID-19. A structured questionnaire was used to gather data from 435 graduate and undergraduate management students (International and national) in Indian Universities. Findings indicate statistically significant relationships between the e-learning content and e-learning quality and; e-learning quality and the students’ satisfaction. The perceived harm has an insignificant moderating effect on students’ satisfaction. The results of the study further depict that the quality of e-learning has a significant positive relationship with the students’ satisfaction, and this relationship is not affected by the threat of being infected on the campus during the pandemic of COVID-19. To achieve the learners’ satisfaction, the institutions should strive for rendering the e-learning content of supreme quality. The mediating role of e-learning quality between content and students’ satisfaction is also established to be a significant one.

Highlights

The twenty-first century witnessed an educational paradigm shift, across higher education institutions, with the advancement of information technologies
We aim to examine the relationships among e-learning content, overall e-learning quality, and learners’ satisfaction, along with the moderating effect of the perceived harm of getting COVID-19 on the satisfaction level of learners, in the context of the online learning system in the universities
The quality of e-learning has a positive significant relationship with learners’ satisfaction and this relationship is not affected by the threat of being infected on the campus during the pandemic of COVID-19

Summary

Introduction

The twenty-first century witnessed an educational paradigm shift, across higher education institutions, with the advancement of information technologies. In the current period of the pandemic of COVID-19 breakdown, the blended learning system is a new and emerging, rapidly evolving way of teaching adopted by the various colleges and universities. Most higher education institutions have adopted the new learning system to guarantee less disruption of teaching and learning activities (Chin et al, 2020), even in this adverse pandemic period. The new learning process eliminates the barriers of distance and has shown an exponential enrollment of students in the various institutions, contributing towards the formation of a knowledgeable society (Taylor, 2007). The task is challenging for the instructors to move from the physical classroom teaching to virtual classrooms towards ensuring effective interaction with the students (Kebritchi, Lipschuetz, & Santiague, 2017)

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