The role of contextual and individual factors in successful e-learning experiences during and after the pandemic – a two-year study

Abstract

AbstractThe main aim of this study is to examine university students’ satisfaction with remote learning, analysing their socio-demographic and personal factors, the perception of online interactivity and of the online means used by academics considering two important moments: one academic year from the pandemic period (2020–2021) and one from the post-pandemic period (2022–2023). The sample included 1493 university students in a cross-sectional correlation research design. We found significant direct effects of techno-creators and techno-inhibitors on satisfaction, and of e-learning use on satisfaction. Technostress inhibitors have significant positive effects on e-learning use, learning engagement and negative effects on technostress creators. The relationship between technostress creators and satisfaction is partially mediated by learning engagement and e-learning use. Uncertainty has mediated effects on e-learning satisfaction. The results show that students expected almost all the features of the platforms to be used more in 2022–2023, when classes became preponderantly face-to-face. The results are slightly different during the two years of the analysis.