Perceived outcomes of e-learning: identifying key attributes affecting user satisfaction in higher education institutes

Abstract

PurposeThe purpose of this paper was to examine the perceived outcomes of e-learning by identifying key attributes affecting user (learner) satisfaction in higher education institutes.Design/methodology/approachA conceptual model considering user satisfaction as a key construct was developed through critical literature review and expert opinion. The model is empirically validated using confirmatory factor analysis and structural equation model in the context of higher education institutions. A sample of 802 users comprising of engineering and management students has been used for the analysis.FindingsCourse attributes, system attributes, interactive attributes and instructor attributes were found to have an influence significantly on user satisfaction. Instructor attributes were the topmost significant contributor followed by the course attributes.Social implicationsDelivery of educational programs through e-learning platforms has increasingly gained traction throughout the world owing to its locational, time and convenience-related facets. Further, the ongoing global pandemic has catalysed acceptance of e-learning platforms thus attracting large number of learners and teachers for facilitating the teaching-learning process. This paper is a novel attempt to identify the existing gaps in teaching-learning process in the context of e-learning.Originality/valueThis study is original and provides new insights into how e-learning platforms and higher education institutions can ensure higher user satisfaction and learning in current challenging times. This paper will also be of interest to policymakers.