E-learning Satisfaction Research Articles

Antecedents of E-Learning Readiness and Student Satisfaction in Institutions of Higher Education during the COVID-19 Pandemic

The low levels of readiness for e-learning, followed by the low satisfaction levels experienced by university students during the COVID-19 pandemic, is a crucial yet confounding issue. Many reports relate the lack of technological competence and motivation to this problem. This study examined aspects of technological competence and motivation as antecedent factors that affect student user and e-learning readiness. In addition, the study also tested the determination of the role of e-learning readiness as a mediator of the indirect influence of technological competence and motivation on student satisfaction. The study involved 1228 university students from the province of Yogyakarta, Indonesia. Data collection was assisted by using a closed questionnaire with a five-point Likert scale tested for validity and reliability. Structural Equation Modeling was used to analyze the data through path analysis and bootstrap methods. This study showed that technological competence and motivation significantly affected e-learning readiness and user satisfaction. Furthermore, e-learning readiness was seen to act as a significant mediator in the indirect effect of technological competence and motivation on student satisfaction. Therefore, these results strengthen the theory that shaping student satisfaction in e-learning requires mature e-learning readiness. In forming this readiness, technological competence and balanced motivation are needed.

The Effect of Experience, Expectation, and University Readiness on Learning Satisfaction in the Pandemic

Aims from the present study are to analyze the effect of students’ experience, expectation, and campus readiness on students’ e-learning satisfaction during the Covid-19 pandemic. The present studies explore the three variables’ effect on learning satisfaction in two phases, i.e., examining learning satisfaction between a distance learning campus and traditional campuses and comparing learning satisfaction between two conditions with a one-semester time lag. The results show that students enrolled in distance learning campuses have higher learning satisfaction, and students’ experience incorporates systems readiness affecting e-learning satisfaction. Further, the longitudinal study shows that fulfilling the learning mode’s expectations will increase e-learning satisfaction. The study also found that no effect from learning application which was used on e-learning satisfaction. The implication was discussed.

E-Learning Satisfaction, Stress, Quality of Life, and Coping: A Cross-Sectional Study in Italian University Students a Year after the COVID-19 Pandemic Began

(1) Background: The objective was to investigate e-learning satisfaction in a sample of university students by evaluating quality of life, stress sociality, and coping. (2) Methods: This was an online survey involved 471 students attending the University of L′Aquila from June to July 2021. The primary goal was estimating the e-learning satisfaction as measured by the E-learning Satisfaction Scale, while the secondary outcomes were studying its relationship with demographic factors, the perception of quality of life, sociality, stress, and coping strategies using a hierarchical regression model. (3) Results: A total of 136 participants were males (29%); the mean age was 25 years. The results revealed that the satisfaction score was 30.6, and the mean stress level was 19.4. Students suffered psychologically and physically for 14 days a month. The sociality score was 36. With respect to coping strategies, students reported higher scores for “Acceptance” (6.0), “Active coping” (6.2), and “Planning” (6.4). E-learning satisfaction was significantly related to age and course attendance. It was positively associated with the social presence score and coping strategies such as self-blame and religion, while it was inversely related to stress and unhealthy days. (4) Conclusions: The students revealed a positive propensity to use e-learning despite the end of quarantine. Sociality, stress, quality of life, and coping seemed to play an important role in student′s e-learning satisfaction.

INVESTIGATING NURSING STUDENTS’ SATISFACTION WITH THE QUALITY OF COURSES AND VIRTUAL LEARNING DURING THE COVID-19 PANDEMIC IN 2020-2021

Education in medical sciences, including nursing, has encountered numerous challenges following the worldwide outbreak of coronavirus disease 2019 (COVID-19). Additionally, students’ satisfaction with the methods of instruction can be accompanied by improved learning outcomes. This study aimed to investigate the nursing students’ satisfaction with the quality of courses (SQC) and satisfaction with virtual learning (SVL) during the COVID-19 pandemic. This cross-sectional study was conducted at a nursing school (105 nursing students) in Tehran,Iran, in the first semester of 2020-2021. The individual characteristics questionnaire, the Course Experience Questionnaire (CEQ), and the e-Learning Satisfaction Questionnaire (e-LSQ) were used for data collection. More than 88% of the nursing students were satisfied with the quality of the courses. The level of SVL in 57.1% of them was moderate. Among the individual variables, only the academic semester was regarded as a predictor of SQC (p=0.025). There was no significant relationship between the dimensions and the total score of CEQ with students’ academic achievement (p<0.05). Additionally, all the CEQ dimensions were significant predictors of the nursing students’ SQC (p<0.001). Given the unknown time of eradicating COVID-19, it is necessary to adopt appropriate policies and perform proper planning to continue better nursing education and increase student satisfaction.

Influence of SPOC Classroom Teaching on E-Learning Satisfaction

With the rapid development of modern communication technology, more “Internet+” behaviors have been adopted in the field of education. Realizing the teaching objectives via the Internet mode can meet the personalized learning needs of more learners across time and space. In a SPOC class, teachers can encourage learners to actively participate in the E-learning process by adopting various task-driven teaching methods. The BOPPPS teaching mode can provide a complete teaching framework for teachers, achieve good teaching results, and improve the E-learning satisfaction of learners. A regression analysis was performed to explore how six aspects of the BOPPPS teaching mode in SPOC classrooms affected E-learning satisfaction. Results show that the overall Cronbach’s α of the questionnaire was 0.887, the KMO value was 0.869, and the corresponding p-value was 0.000, indicating good reliability and validity. Five aspects of the BOPPPS teaching mode (bridge-in, object, pre-assessment, participatory learning, and post-assessment, summary) have a significant influence on E-learning satisfaction. The acceptance time of the BOPPPS teaching mode had different effects on E-learning satisfaction (p<0.05). Results of this study have a positive reference value for improving the application mode of SPOC teaching design at different teaching levels, expanding the application of the BOPPPS teaching mode in E-learning, and promoting the use of BOPPPS teaching mode in the higher education.

E-learning Satisfaction during the Covid -19 Epidemic: Evidence from a Vietnam-based Law School

The purpose of this research is to investigate the association between system, information, service quality, perceived ease of use, perceived usefulness, and learner satisfaction with e-learning in Vietnam during the Covid-19 era. The research collected 612 answers from current law students at Ho Chi Minh University of Law using a questionnaire-based survey and sampling by convenience. To validate the hypotheses, structural equation modeling was used. Except for the association between system quality and learner satisfaction, all quality factors were shown to positively impact learner satisfaction. In addition, the present research demonstrated that perceived usability and value moderate the link between quality and students' partial and complete satisfaction. This is the first research to examine the relationship between perceived ease of use, perceived usefulness, and student happiness in a platform-based setting. In addition, this research has major implications for education administrators who want to successfully retain students by bolstering the elements that contribute to student satisfaction with online learning.

Student e-learning service quality, satisfaction, commitment and behaviour towards finance courses in COVID-19 pandemic

PurposeThis research investigates the relationship between e-learning service quality dimensions, student e-learning satisfaction, commitment and behaviour towards finance courses in higher education institutes of Pakistan.Design/methodology/approachDue to specific study objectives, the authors gathered sample data of 359 university students who were enrolled in the traditional learning system and shifted to the e-learning environment. The study employed partial least squares-structural equation modelling (PLS-SEM) based approach using Smart PLS version 3.0.FindingsThe results indicated that out of four e-learning service quality dimensions, three dimensions (system quality, course material and instructor quality, information technology (IT) and support service quality) positively impacted student e-learning satisfaction. The other dimension of e-learning service quality (course website quality) showed a positive but insignificant effect on e-learning satisfaction. Additionally, e-learning satisfaction was positively related to e-learning commitment, which, in turn, has a positive and significant influence on student e-learning behaviour towards finance courses.Originality/valueOverall, the study’s findings provide useful policy implications for higher education institutes, particularly in the coronavirus disease 2019 (COVID-19) pandemic.

Chinese Consumers' E-Learning Satisfaction and Continuance Purchase Intention on Paid Online Python Course.

With the development of internet technology, e-learning has become an essential part of the modern education system. However, the e-learning market faces enormous competition. Consumers' continuance purchase intention has become a vital factor in the success of e-learning courses. Thus, factors that influence consumers' continuance purchase intention should be examined in the e-learning market. However, little research has focused on identifying the continuance purchase intention of an e-learning course. Based on the information system continuity model ISC), this paper develops a research model to investigate the factors influencing satisfaction and continuance purchase intention in e-learning. A cross-sectional, questionnaire-based research design was used in this study. We collected data from consumers who had enrolled in paid online Python courses. In total, 508 paid online Python course users completed the online survey. SmartPLS software was used for data analysis. The results demonstrated that perceived course quality, service quality, convenience, and usefulness significantly affect consumers' satisfaction with the experience course. Moreover, the findings show that satisfaction, self-efficacy, and e-word of mouth (e-WOM) determine the consumers' continuance purchase intention of the reminder course. This study also found that satisfaction mediates the effects of experience courses on consumers' continuance purchase intention of the online Python course. The implications for theory and practice and future research directions are discussed.

Predictive Factors of Positive E-Learning Experience

During the COVID-19 pandemic, medical schools and residencies have utilized electronic learning (e-learning). Factors such as internet access, age, degree of introversion/extroversion, and propensity to adopt new technologies impact attitudes toward e-learning. This study investigates family medicine educators' satisfaction, effectiveness, and feasibility perceptions of e-learning, characterizes demographic factors impacting attitudes, and identifies which aspects of e-learning are important to educators. In fall 2020, a cross-sectional survey via the 2020 Council of Academic Family Medicine's (CAFM) Educational Research Alliance (CERA) general membership survey was conducted. Members of CAFM-affiliated associations were invited by email to participate. The response rate for the survey was 20.1% (n=862). Of the respondents, 40.4% (n=311) reported satisfaction with e-learning, 47.8% (n=368) found e-learning feasible, and 24.2% (n=186) reported e-learning met their educational goals. No differences were found in satisfaction, feasibility, or effectiveness scores according to generation, introvert/extrovert status, or technology adopter status. Interactive capabilities were the most important factor for e-learning satisfaction (55.9%) and effectiveness (62.0%). Sufficient time was the most frequently selected factor for ease of adoption. Baby Boomer respondents reported platforms not user-friendly, insufficient prior experience as the greatest obstacle more frequently than other generations, and insufficient time less frequently than other generations. Otherwise, rankings of e-learning factors were similar among groups. Satisfaction with and perceived feasibility and effectiveness of e-learning varies among family medicine educators. No differences were found in satisfaction, feasibility, or effectiveness scores according to generation, introvert/extrovert status, or technology adopter status. Respondents consistently ranked interactive capabilities most important for e-learning satisfaction and effectiveness. More research is needed to compare student and learner perspectives regarding e-learning.

E-Learning Satisfaction and Barriers in Unprepared and Resource-Limited Systems During the COVID-19 Pandemic.

BackgroundThe sudden and quick propagation of coronavirus-19 disease (COVID-19) has disrupted face-to-face lectures and practical sessions at Iraqi universities. E-learning has surfaced in most countries as an alternative way to continue educational programs. This study aimed to determine the degree of satisfaction and perceived barriers among college students with E-learning.MethodsStudents of two Iraqi universities studying through an online platform participated in this cross-sectional study. An online survey questionnaire was used to assess student perceptions of the level of satisfaction with and barriers to E-learning. Participants' non-identifying demographics were also collected.ResultsThe majority of students (70.9%) were females, and more than half (57.9%) were from the Faculty of Science. About 64.8% of the students were not satisfied with the E-learning experience. Only 35.5% of the students attended synchronous electronic classes while the rest used asynchronous learning activities. Students’ level of satisfaction was poor, as only 6.4% of students strongly believed that tutoring was informative and that technology and educational technology were adequate. On the contrary, 69% of students strongly agreed that E-learning saved them time and money. Barriers that were perceived by the student were slow internet speed, power interruption, and the lack of face-to-face interaction.ConclusionsE-learning has significant barriers that require investment in infrastructures and teaching skills development to make students learning satisfactory.

Impact of COVID-19: Role of Strategic E-Learning System

This paper aimed at investigating factors about interrelationship between E-Learning Orientation, E-Learning Implementation, E-Learning Perception, and E-Learning Satisfaction. The information of the study was gathered from 330 students of large university affiliated institutes. Judgment or purposive sampling is used for selection of respondents. The outcome of study showed relationship of all variables for a proposed model. All the constructs are correlated with each other. E-Learning Orientation, E-Learning Implementation, and E-Learning Perception are having positive relationship on E-Learning Satisfaction. The output of this study can be utilized to improve E-Learning environment system in better ways. Variables used in this study are taken for the first time for such type of research work. The work also intended to participate in current literature about E-Learning Orientation, E-Learning Implementation, E-Learning Perception, and E-Learning Satisfaction.

Technology and instructor dimensions, e-learning satisfaction, and academic performance of distance students in Ghana

E-learning is soon expected to be widely used as a teaching and learning method in the mainstream for educational institutions. Given the relative preparedness of advanced economies, the conclusions about their implementation level with e-learning are incomparable with emerging countries. Emerging economies must, therefore, be aware of the issues to consider when formulating successful adoption or implementation strategies. However, empirical studies that bring forth these relevant factors are out of context. In a single framework, we model the structural relationships between the drivers of e-learning satisfaction and the performance of distance learning students in a frontier economy, Ghana. With 388 validated responses gathered from an online survey across the country between 29 May 2021 and 25 June 2021, we employ the Smart-PLS estimator to process and analyse the data. We explicate that the substantial drivers of e-learning satisfaction and performance among distance learning students include technology anxiety, instructor factors, course quality, technology quality, and ease of use. Our findings divulge that perceived learner satisfaction mediates the relationships between the drivers of satisfaction and learning outcomes of distance learning students in Ghana such that technology anxiety and instructor factors would not essentially enhance learner performance in the absence of e-learning satisfaction. Consequently, system quality, reflected by the information system success model must be supplemented by satisfaction, drawn from the expectation-confirmation theory, to fully explain the impact of efficient e-learning systems on learning outcomes. Not only does ease of use create satisfaction, but it also boosts performance. We, therefore, recommend institutions to develop regular training for both facilitators and students and also adopt user-friendly online platforms to aid patronage by learners.

A Novel Blended Learning Module in Family Medicine: An Interventional Study at the Faculty of Medicine, Suez Canal University, Ismailia, Egypt

Blended learning (BL) has been reported as an effective method for teaching family medicine to undergraduates in high-income countries; however, studies of its effectiveness are limited in low- and middle-income countries. This study aimed to assess the effectiveness of an innovative BL module in family medicine including knowledge, skills and attitudes (KSA), and e-learning experiences. The grades of the fourth-year medical students at the Faculty of Medicine, Suez Canal University were correlated with the above items. A pre–post interventional study was conducted on a convenience sample of 117 fourth-year students in the educational year 2017–2018. Their KSA were assessed using valid and reliable questionnaires before and after the intervention was implemented. The intervention combined the traditional training in primary healthcare settings with the newly designed asynchronous e-learning module on the Moodle platform. The prepared website consisted of e-sections and an e-forum which was validated by expert staff. A questionnaire about students’ e-learning experiences was used to assess students’ satisfaction. The students’ final fourth-year marks for the family medicine module were correlated with their KSA and e-learning satisfaction. The overall means of students’ KSA were statistically significantly improved post-implementation. The posttest students’ skills were positively correlated with their marks in family medicine (rs = 0.308, p = 0.001). Students valued the e-resources and their relevance to the face-to-face activities. They were satisfied with their e-learning experiences (54.7%). Their e-learning satisfaction was positively correlated with the improvement in their knowledge (rs = 0.20, p = 0.031). BL had positive effects on students’ KSA and their satisfaction with the family medicine module. Combined asynchronous and synchronous e-learning in the COVID-19 era was applied in this study.

Development and validation of the e-learning satisfaction scale (eLSS)

AimThis study was conducted to develop the e-Learning Satisfaction Scale (eLSS) and to examine its validity and reliability. MethodsThe item pool was generated based on related scales, a literature review, and in-depth interviews with 14 participants who had e-learning experience based on the DeLone and McLean information system success theory. Subjects aged 20 or older with e-learning experience were recruited in the Seoul, Gyeonggi, and Chungcheong provinces of South Korea using convenience sampling between June and August 2021. Content validity was verified by two nursing professionals. Exploratory factor analysis, convergent validity, and internal consistency reliability were examined with 150 subjects, and confirmatory factor analysis was undertaken with 154 subjects. ResultsThe eLSS consists of 17 items with three factors: content, interface, and communication. Convergent validity with the eLSS was supported, and Cronbach's alpha was .93. Confirmatory factor analysis showed a good model fit (χ2 = 236.9, p < .001, Q = 2.11, SRMR = 0.07, RMSEA = 0.08, IFI = 0.92, AGFI = 0.97, NFI = 0.85, CFI = 0.92, PNFI = 0.70, PCFI = 0.75). ConclusionThe eLSS is a valid and reliable scale for quickly and easily measuring experiences with distance learning and the effectiveness of e-learning.

EFL Learners' Readiness for and Satisfaction with E-learning in Turkey during the COVID-19 Pandemic

With the emergence of the COVID-19 pandemic, online learning is a new, and therefore, a challenging experience for most university students in Turkey. Determining whether these students are ready for or satisfied with distance learning practices is essential for the stakeholders of higher education to design and implement it efficiently. This quantitative study aimed at investigating EFL learners’ readiness for and satisfaction with web-based English courses in Turkey during the COVID-19 pandemic. It further aimed to examine the role of e-learning readiness on e-learning satisfaction. Data were collected through questionnaires from 169 EFL students taking online English courses at the A1 level in an intensive English programme in a state university in Turkey during the COVID-19 pandemic. Findings revealed that the study sample had an above-average level of readiness for and satisfaction with the English courses they took in virtual environments. Furthermore, e-learning readiness was found to be associated with e-learning satisfaction, and readiness for e-learning successfully predicted satisfaction with it. Important implications for school leaders and instructors are suggested based on the findings.&#x0D; Keywords: e-learning readiness, e-learning satisfaction, web-based English courses

The emotional side of the e-learning among nursing students: The role of the affective correlates on e-learning satisfaction

Emotions are a core component of the learning process, which impact not only academic performance, but also the way we perceive our training, including the full remote training. The present studyaims to investigate the mediating role played by positive and negative emotions in the relationship between the cognitive and the social presence of the e-learning environment and the satisfaction with e-learning. Based on the Community of Inquiry (CoI) framework and on a cross-sectional study, our theoretical model was assessed (by using structural equation modelling) in a sample of 353 undergraduate nursing students at an Italian university. The results showed that the students' e-learning experience is related to both positive and negative emotions in different ways, which in turn impacts the satisfaction with the e-learning. Thus, findings highlight the complex interplay between e-learning perceptions, affective correlates and satisfaction with remote training. Theoretical and practical implications related to the development of educational interventions are further discussed.

The level of satisfaction and quality of E-learning in medical universities of Iran during the epidemic of COVID-19.

BACKGROUND:E-learning is web-based learning for education and training. The current global pandemic crisis created due to COVID-19 has made worldwide online learning. This study aimed to investigate the level of satisfaction and quality of E-learning in medical universities from the students' point of view during the epidemic of COVID-19 and assessing the obstacles and solutions proposed to improve the quality of E-learning.MATERIALS AND METHODS:A cross-sectional, web-based study was conducted among 400 medical university students of Iran during the epidemic of COVID-19. After getting written consent, three parts questionnaire contains demographic, user satisfaction, quality questionnaire, and three open-ended questions were distributed randomly using social media. Descriptive analysis, t-test, Chi-square, and Pearson correlation coefficient were used to achieve the objective of this study, with significance set to P < 0.05. Furthermore, three open-ended questions were reviewed qualitatively and the problems and solutions suggested by the students were reported.RESULTS:Based on the findings of the descriptive section, 277 of the respondents were girls (69%) with a mean age of 21 ± 2 years. Sixty-nine percent of students were studying in medical sciences universities and 31% were studying in Islamic Azad University. The level of satisfaction was in the upper range of low (34.0 ± 10.0); P < 0.001, and intention to reuse was moderate (23.06 ± 6.0); P = 0.064. Student's perception of quality in most domains was in the upper range of low to medium. User satisfaction, intention to reuse, the quality of knowledge, and participatory quality for evaluating online courses were significantly higher in the Azad University group than in medical universities.CONCLUSION:Given that this is the first experience in the use of E-learning in Iran, both universities have not yet fully succeeded in satisfying students and it is necessary to increase the quality of E-learning based on student suggestions.

Evaluating e-learning systems success in the new normal

The goal of this study is to develop and verify a model for successful e-Learning based on the experiences of students in the "new normal". From Jordanian universities, 550 students who have taken any e-Learning course were randomly selected. Data were collected via a survey questionnaire, and Structural Equation Modeling (SEM) was employed to test the proposed study model. The findings indicate that contactless learning and high-quality e-learning systems have a beneficial impact on student satisfaction. In addition, e-Learning cognitive involvement was found to solidify e-Learning satisfaction. Furthermore, the results show a positive and significant impact of e-Learning cognitive involvement and e-Learning satisfaction on e-Learning achievement. Also, e-Learning system quality positively affects e-Learning cognitive involvement, besides a direct impact of contactless learning quality on e-Learning cognitive involvement.

Revisiting Transactional Distance Theory in e-Learning Environment during COVID-19: Perspective from Computer Science Students

This study is based on the separation of teachers and learners caused by the COVID-19 pandemic, and the implication of Moore’s Transactional Distance Theory, which proliferated for nearly 30 years but has been inconsistently validated empirically. The quantitative approach was employed, with questionnaires distributed based on the learners’ perspectives. The subjects of the study include 153 respondents from computer science department of an Indonesian public university. Three key tenets of transactional distance include dialogue, structure, and learner autonomy were specifically addressed and validated as significant predictors in this study. The findings elucidated an inverse relationship between dialogue and learner autonomy respectively with transactional distance, and a less rigid course structure capable of contributing to lessen the perceived degree of transactional distance in the e-learning environment. Furthermore, this study discovered that e-learning satisfaction and internet connection speed had an impact on the extent of transactional distance.

The role of digital leadership, system of information, and service quality on e-learning satisfaction

This study aims to determine and analyze the influence of private university digital leadership and information system success models (system quality, information quality, service quality) on the satisfaction of e-learning users of agricultural students. This research method is a quantitative survey, and the number of research samples is 323 agricultural students who were selected by a random sampling system. The sampling technique used is simple random sampling. The analytical method used is SEM with the help of SmartPLS 3.0 software. The results show that the role of digital leadership had a significant positive effect on the three variables of the information system success model. Likewise, system quality, information quality, and service quality have a significant positive and significant effect on user satisfaction of e-learning systems. This finding can increase the exploration ability of agricultural students as users to obtain various agricultural information. This finding confirms previous studies which state that usage has a significant effect on user satisfaction. Suggestions for further research, in this study only involves a single student perspective. Future research is recommended to use the perspective of the organization/institution (e-learning system management unit), lecturers, and university employees and agricultural stakeholders.