E-learning Satisfaction Research Articles

New Normal Learning Method Satisfaction Among University Students in the Post-Pandemic Period

E-learning has become the new normal learning method in the post-pandemic period around the globe, including Myanmar. The present study aimed to examine the satisfaction of Myanmar university students with the new normal learning method. The study utilized an inductive quantitative approach, and structural equation modeling (SEM) was employed to analyze the data. Data was collected from 262 Myanmar students who were studying locally and abroad. The results of the study indicated that e-learning trust was more critical than e-learning effectiveness (p < .001), while e-learning system quality was insignificant for e-learning satisfaction. In addition, e-learning trust and effectiveness were mediating variables between e-learning system quality and e-learning satisfaction. This study delivers valuable insights for educators and university facilitators to enhance students' satisfaction with new normal learning methods.

Comprehensive Study of Factors Affecting e-Learning Participant Satisfaction: A Study on Online Pendidikan Profesi Guru at Ibn Khaldun Bogor University

E-learning has evolved from being optional to indispensable in contemporary education due to advancements in technology and the evolving educational landscape. The growth trajectory of e-learning is poised to accelerate further, with projections indicating a user base of approximately 21.6 million by 2029. This study examines the environmental factors of e-learning that influence participant satisfaction in the Pendidikan Profesi Guru (PPG) Program at Ibn Khaldun University Bogor that is held via e-learning, currently conducted with 147 respondents. This research employed a quantitative method with nine variables, including one dependent variable, participant satisfaction in e-learning, and eight independent variables representing factors affecting satisfaction. Data were analysed using Partial Least Squares (PLS) and multiple linear regression analysis. The study found that all independent variables positively influence partici-pant satisfaction in e-learning, with 4 variables significantly af-fecting satisfaction: e-learning flexibility, technology quality, in-ternet quality, and interaction in the e-learning environment. The implications of this study extend beyond the PPG Program, suggesting relevance to other educational and training initiatives conducted via e-learning. Researchers propose further exploration of additional influencing factors to enhance the comprehensiveness of future studies. In conclusion, as e-learning continues to gain prominence, addressing the identified environmental factors becomes crucial for insti-tutions striving to deliver high-quality educational experiences. By adapting to these insights, educational providers can better meet the diverse needs of learners in the digital era, thereby fostering an inclusive and effective learning environment conducive to en-hanced participant satisfaction and educational outcomes.

What Digital Competency Tells Us About E‐Learning Satisfaction of Pre‐Service Teachers

ABSTRACTIt is imperative that pre‐service teachers gain digital competency (DC) as a result of their education where e‐learning is a central component. In this study, we aimed to describe pre‐service teachers' perceived DC and e‐learning satisfaction (ELS) levels, to examine how their perceived DC and ELS change in terms of related variables and to investigate how perceived DC predicts ELS. To inform their policy decisions, teacher training institutions and more generally HEIs must have a clear understanding of this relationship as it will allow them to decide whether to invest in e‐learning platforms or in enhancing pre‐service teachers' perceptions of DC. Utilising a quantitative research understanding, we collected data from 402 students in various teaching programs at a Faculty of Education. Findings indicated that pre‐service teachers report a high level of perceived DC and moderate level of ELS while we ascertained a low level of predictive relationship between the two variables. We suggest that policymakers prioritise investing resources in improving DC of pre‐service teachers in order to have them higher levels of ELS to increase the quality of their education.

Developing an intelligent and sustainable model to improve E-learning satisfaction based on the learner’s personality type: data mining approach in high education systems

PurposeAlthough E-learning has been in use for over two decades, running parallel to traditional learning systems, it has gained increased attention due to its vital role in universities in the wake of the COVID-19 pandemic. The primary challenge within E-learning pertains to the maintenance of sustainable effectiveness and the assurance of stakeholders' satisfaction. This research focuses on an intelligence-driven solution to recommend the most effective approach to education policymakers by considering the unique characteristics of all components within the educational system (course type, student and teacher characteristics, and technological features) to achieve a sustainable E-learning system.Design/methodology/approachThrough a systematic literature review and qualitative content analysis, a conceptual model of the critical components influencing E-learning quality and satisfaction has been developed. The proposed model comprises six main dimensions: usage, service quality, learning system quality, content quality, perceived usefulness, and individual characteristics. These dimensions are further divided into 15 components and 114 sub-components. A data mining process encompassing two scenarios has been designed to prioritize the components impacting E-learning success.FindingsIn the first scenario, data mining techniques identified the most influential components based on the features outlined in the conceptual model. According to the results, the components affecting E-learning quality enhancement in the studied case are “usage purpose, system loyalty, technical and supportive system quality, and student characteristics.” The second scenario examines the impact of individuals' personality types and learning styles on E-learning satisfaction across various aspects (Average System Satisfaction, Overall System Satisfaction, Efficiency and Effectiveness, Skill Enhancement, and Personal Enhancement). The findings reveal that, with an accuracy of over 70%, E-learning satisfaction for diplomat and guard learners is influenced by the alignment between “course learning style” and “student-suggested course learning style.” Conversely, for analyzer and researcher types, satisfaction levels are impacted by the “learning style compatible with their personality type.”Originality/valueImplementing a dynamic model founded on data mining enables educational institutions to personalize the E-learning experience for each individual as much as possible. The study’s findings indicate that “achieving higher satisfaction levels in the E-learning process is not necessarily contingent upon providing a learning style congruent with learners' personality types.” Rather, perceived and suggested learning styles exert a more profound influence. Consequently, providing prescriptive principles for higher education institutions seeking to enhance E-learning quality is inadvisable. Instead, adopting a dynamic, knowledge-based process that furnishes recommendations to policymakers for each course—tailored to the specific course type, teaching records, current processes and technology, and student type—is highly recommended.

User Satisfaction in E-Learning: The Role of Self-Regulation Skills

User Satisfaction in E-Learning: The Role of Self-Regulation Skills

Exploring the effects of e-learning readiness and psychological distress on graduate students’ e−learning satisfaction during the COVID-19 pandemic: A descriptive study from Lebanon

The COVID-19 pandemic triggered a substantial surge in e-learning adoption, impacting students' lives and well-being. This study investigates factors influencing student satisfaction with e-learning in Lebanon during the pandemic, with a focus on disparities between public and private education sectors. Utilizing an online survey and convenience sampling techniques, we gathered data from 307 graduate students representing both sectors. Employing regression-based methods, our study identifies instructor readiness as the most influential factor affecting e-learning satisfaction (β = 0.483, p < 0.001). Moreover, it reveals that heightened psychological distress diminishes student satisfaction (β = −0.189, p = 0.013). Additionally, students exhibit varying learning preferences, with a clear preference for hybrid (66 %) and face-to-face (27 %) learning over online alternatives (7 %). Our study concludes by emphasizing the imperative of enhancing public education sector e-learning infrastructure and providing adapted psychological services to address the impact of the COVID-19 pandemic and future crises effectively.

Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach

Introduction: This paper explores the impact of college e-service quality on student satisfaction in the context of the innovative practice of "Internet + Education" in order to research whether there is any difference in students' perception of college e-service quality under the influence of different levels of digital literacy. The research object of this paper is students of universities in Kunming, and the SERVQUAL model is extended. Among them, the independent variables are the five dimensions of e-service quality. The dependent variable is online education student satisfaction. The moderating variable is digital literacy. This research is based on relevant service theories. A combination of quantitative and qualitative methods is used. The results of the research show that the impact of service quality on college students' e-learning satisfaction is different under different levels of digital literacy. Objective: The research objective of this paper is to investigate the impact of the quality of e-services in higher education on student satisfaction in order to research whether there are differences in students' perceptions of the quality of e-services in higher education under the influence of different levels of digital literacy. Theoretical Framework: This research was expanded with the SERVQUAL model and followed the exploratory sequential mixed methods process of scientific investigation, from the initial selection of variables to the final discussion of recommendations and countermeasures. Method: In this study, the scientific survey process of exploratory sequential mixed methods was used to research the satisfaction of college students with online education based on the theory of digital literacy and service quality, using college students in Kunming, China, as the target of the survey, and a combination of quantitative and qualitative research methods. Results and Discussion: The results of the analysis showed that the independent variable: the five factors of e-services (the higher, the higher the satisfaction of students. And under the moderating variable, digital literacy moderated all the other factors, only the relationship between responsibility and e-learning student satisfaction had no significant moderating effect. [synthesize the main results of the research]. In the discussion section, these results will be correlated according to the theoretical framework, highlighting the identified effects and relationships. This section also considers possible limitations of the research. Research Implications: 1. theoretical significance: by constructing a comprehensive theoretical model, this research aims to provide new insights into the field of e-learning. It not only helps to understand the impact of E-learning platform design and service quality, but also emphasizes digital literacy as an important moderating variable. 2. Practical significance: The research results will provide value to educational technology developers and educational policy makers, helping them to optimize e-learning platforms to enhance user experience and learning outcomes. Originality/Value: This research expands the SERVQUAL model by taking online education as the background, combining the actual situation of online education in China, and taking digital literacy as the variable. It allows colleges and universities to break through the original traditional education model. And lifelong learning and personalized learning are the focus of the reform of continuing education in colleges and universities. The results of this research will promote colleges and universities to continuously improve the quality of online education and provide reference for schools and teachers to carry out online education and continuing education.

A STUDY ON PROMOTIONAL STRATEGY AND ITS IMPACT ON CUSTOMERS SATISFACTION TOWARDS E LEARNING AT EDIGLOBE

Education is the cornerstone of societal advancement, serving as a catalyst for economic growth, social mobility, and individual empowerment. However, access to quality education has historically been uneven, particularly in emerging markets where challenges such as limited infrastructure, socioeconomic disparities, and cultural barriers impede progress. In recent years, the intersection of education and technology has ushered in a new era of innovation and opportunity, giving rise to a dynamic sector known as Educational Technology, or EdTech. This introduction sets the stage for an exploration of EdTech startups and businesses in emerging markets, tracing their historical evolution, assessing their current impact, and envisioning their future potential. Through targeted advertising campaigns, Edi Globe aims to reach prospective learners across diverse demographics and geographical locations. Additionally, the company offers promotional discounts, free trials, and referral programs to incentivize enrollment and foster customer engagement. Customer Satisfaction in E-Learning: Customer satisfaction in e-learning hinges on several factors including course content quality, platform usability, instructor expertise, and technical support. Edi globe recognizes the significance of these elements and endeavors to provide a seamless learning experience for its users. By regularly updating course materials, enhancing platform functionality, and offering prompt customer support, Edi globe aims to exceed customer expectations and cultivate loyalty. Impact of Promotional Strategy on Customer Satisfaction: The effectiveness of Edi Globe's promotional strategy in bolstering customer satisfaction is evident in several ways. Firstly, promotional discounts and free trials allow prospective learners to experience the platform firsthand, thereby mitigating apprehensions and increasing enrollment rates. Moreover, targeted advertising campaigns ensure that EdiGlobe reaches individuals genuinely interested in e-learning, leading to higher conversion rates and customer satisfaction. Additionally, referral programs not only attract new customers but also foster a sense of community among existing users, thereby enhancing satisfaction and retention.

Students’ Satisfaction on e-Learning at Faculty of Nursing-Medical Technology of Ho Chi Minh City University of Medicine and Pharmacy

This study is conducted to describe the satisfaction on e-learning and identify factors related to the satisfaction on e-learning of students at faculty of Nursing – Medical Technology in a national University of Medicine and Pharmacy. We designed a cross-sectional study with questionnaire collected from 736 nursing students. The participants have high satisfaction with an average mean score of 3.86/5. The criterion with the highest value is Capacity and the lowest is Reliability. Factors related to student satisfaction with e-learning include gender, course, content of course, activities before class, distance education methodology and academic results. This result reinforces previous findings regarding e-learning satisfaction among nursing students in a developing country and contributes to the current systematic studies in this field at the developing countries.

Satisfaction of essential needs in E-learning as a mediator of the links between students’ attitudes and ethical misbehaviors

The current study investigated the links between attitudes toward e-learning, satisfaction of essential needs in e-learning and ethical misbehavior in a survey of 1001 students from different higher education institutions in the Kingdom of Saudi Arabia. Structural equation modeling analyses present-that a positive attitude toward e-learning was linked to lower levels of ethical issues, and those links were explained in part (i.e., mediated) by higher levels of the satisfaction of essential needs. In contrast, an unaccepted view about e-learning was associated with lower levels of the satisfaction of essential needs during E-learning and correspondingly higher levels of ethical misbehavior engagement. The effects are tackled in the sense of essential-need satisfaction in e-learning, principled themes, and exposure to e-learning.

Tutor Quality, Facilitating Conditions, and Perceived Usefulness as Predictors of Pre-service Teachers’ Satisfaction in an E-learning Environment

Student satisfaction is one of the components used to measure the success and effectiveness of e-learning. This study examined the determinants resulting in pre-service teachers' satisfaction in an e-learning environment. Using structural equation modelling, student satisfaction was assigned as the endogenous variable, while tutor quality, perceived usefulness, and facilitating condition were the exogenous variables. Similarly, the construct was tested for its mediation effect towards student satisfaction from teacher quality and facilitating conditions, respectively. A total of (n=471) pre-service teachers enrolled in one of the colleges of education in Bhutan voluntarily responded to the survey questionnaire that followed a cross-sectional design. The results of the structural equation analyses indicated that student satisfaction was significantly determined by its antecedents, with tutor quality and facilitating conditions taken together resulting in an R2 of 0.82. Moreover, it was observed that tutor quality and facilitating conditions exerted a positive direct effect on the satisfaction dimension. The results also revealed that perceived usefulness has a statistically positive mediated effect on student satisfaction through tutor quality and facilitating conditions. The model proposed and tested in this study demonstrates that the tutor quality, facilitating conditions, and perceived usefulness can measure the e-learning satisfaction of students. The findings of this research may be helpful for administrators, policy planners and practitioners in the field of e-learning development to identify the elements that affect student satisfaction and further strengthen the existing e-learning programmes, particularly in developing Asian countries.

Educational triumphs in the face of crisis: The university of Jordan's e-learning satisfaction: Evidence from the pandemic time

The onset of the COVID-19 pandemic has wrought a profound transformation in the higher education landscape, compelling universities worldwide to pivot towards E-learning as the primary mode of instruction. This study, which was performed on a sample of 330 undergraduate students at The University of Jordan, undertook an in-depth exploration of student satisfaction with E-learning at The University of Jordan during this unprecedented shift, examining it through four demographic variables: gender, residence, faculty type, and academic year. The researchers employed rigorous statistical analyses, including calculations of mean and standard deviation, as well as one-way ANOVA tests, to thoroughly examine the data. The findings indicate a strong overall satisfaction level among students regarding E-learning, with discernible variations between items. There is a noteworthy correlation observed between students' academic faculty and their academic year in relation to their satisfaction level, with a p-value below 0.05, indicating statistical significance. This underscores the nuanced influence of these demographic factors in shaping students' perceptions and contentment levels as they navigate the evolving landscape of higher education during this extraordinary period. While the gender and the residence have no effect on the satisfaction level.

E-learning and sustainable user: The model of academic performance in e-learning

Sustainability issues and the significance of academic performance in e-learning are intricately linked. E-learning can support the environmental issue (paperless), and sustainable learning system. Academic excellence produces individuals who are prepared to advocate for positive, long-lasting change in industry and society. Investigating issues pertaining to academic achievement, a study was undertaken to analyze academic performance models with the assistance of e-learning satisfaction. Utilizing a quantitative survey design, information was gathered from 663 students and analyzed with SmartPLS. The examination and evaluation are conducted in accordance with research hypotheses. The findings of the study indicate that satisfaction with e-learning is affected by perceived relatedness, competence, and levity, with playfulness having the greatest impact. Satisfaction with e-learning is crucial to establishing a productive learning environment in this instance. Additionally, academic achievement in e-learning is positively correlated with e-learning satisfaction, suggesting that students can attain higher levels of academic success through a gratifying learning experience. Hence, e-learning assumes a critical function in bolstering sustainable industrial progress while offering substantial advantages to both learners and society at large.

Sustainable of e-learning environments: Model of continuance intention

Sustainable of e-learning based on continuance intention use of technology. E-learning reduce the environment impact, minimized the forestation and paper waste. This study examines the relationship between organisational support, satisfaction with e-learning, and the intention to continue using e-learning within an organisational setting. The study employed a quantitative survey methodology to gather data from students (undergraduate program), with the utilisation of an online questionnaire for data collection. A total of 642 students participated as respondents in the study, and the data was analysed utilising the SmartPLS software. The analysis was conducted based on research hypotheses. The study’s results show a strong link between organisational support and both e-learning satisfaction and desire to continue, which highlights how important it is to have long-lasting support systems. Furthermore, e-learning happiness is found to increase the desire to keep using e-learning platforms, which has long-term implications for their viability. These results are very important for colleges in Indonesia that are starting to use e-learning because they show how important it is to keep supporting students in all areas, including hardware, software, and people. The study does, however, make us think about how long these support systems will last and highlights the need for more research into the core factors that contribute to organisational support in the field of e-learning. Support systems that last must be in place for e-learning programmes to continue to work. More study can help us understand how to keep and improve these systems.

The effect of the COVID-19 pandemic crisis on the Jordanian higher education system.

This study investigates the impact of COVID-19 pandemic-induced E-learning in Jordanian higher education. Through a quantitative survey, the study analyzes the independent variables of system use and user satisfaction, finding that information quality and service quality significantly affect these variables and that user satisfaction notably impacts E-learning. System usage moderates these effects. This research comprehensively analyzes the effects of the COVID-19 epidemic on Jordanian higher education, focusing on E-learning. It shows how information, system, and service quality affect system use and user satisfaction. The study also emphasizes these aspects' importance in E-learning platform effectiveness. The study offers actionable insights and recommendations to help Jordan establish more resilient and effective educational policies and practices that can adjust to higher education shocks. The study recommends establishing a specialized department to modify student intention to use E-learning systems, not only during the pandemic crisis but also after-ward, to improve familiarity with E-learning tools. This study provides insights into the pandemic's impact on Jordan's higher education system and suggests future approaches to enhance E-learning platforms. It contributes to the development of effective E-learning systems that can improve higher education standards by pinpointing the key effects of the pandemic on the independent variables and offering workable solutions. The study emphasizes the importance of information and service quality in improving user satisfaction and system usage in E-learning.

Satisfaction and associated factors of E-learning among nursing undergraduates during COVID-19 pandemic in two selected state universities of Western Province, Sri Lanka

Introduction: The global education system was seriously impacted by the COVID-19 pandemic. During this time, the majority of education institutions all over the world had to discontinue their face-to-face teaching and learning methods and switch to online learning. Therefore, university students struggled with the rapid change in the education system, and they needed to adapt to the new educational environment. This study was carried out to assess the satisfaction of E-learning and associated socio -demographic characteristics among nursing undergraduates during COVID-19 pandemic in two selected universities of Western Province, Sri Lanka. Methods: A descriptive cross-sectional study was conducted among conveniently selected 395 undergraduate nursing students from the two study settings using a web-based/online survey. A pre-tested self-administered questionnaire prepared as a Google form was sent to all the nursing undergraduates in the two selected state universities in Sri Lanka.Descriptive statistics and Chi-square test was used to analyze the data. Ethical approval was received from the Ethics Review Committee of the Faculty of Medical Sciences, University of Sri Jayewardenepura. Results: The response rate for the survey was 93.6%. The majority of the participants (n=298, 75.4%) were females. Most of the respondents (n=168, 44.8%) agreed with the clarity of the lecture material provided online, and 46.2% were satisfied with the guidance and services of the lecturers. Of the sample, half (50.1%) of the participants had a good level of satisfaction on E-learning. Only the gender was associated with the satisfaction on E-learning (p=0.024). Most of the (n=159) female participants had a good level of satisfaction on E-learning than male participants. Conclusions: More than half of the undergraduate nursing students in the two selected state universities of Western Province were satisfied with the E-learning they had received during the COVID-19 pandemic. There was a significant association between gender and satisfactions on E-learning. Females had a good level of satisfaction on E-learning.&#x0D; Keywords: E-learning, Satisfaction, COVID-19, Nursing undergraduates

Evaluating Students' E-Learning Satisfaction in English Studies Based on UTAUT

This study assesses factors affecting students’ satisfaction with E-learning for English study based on unified theory of acceptance and use of technology (UTAUT). The sample data collected from 338 students in Zhaoqing University in China have been analyzed using structural equation modelling. The results reveal that facilitating conditions, performance expectancy and hedonic motivation have significant and positive impact on behavioural intention, but social influence and effort expectancy are not directly and significantly related to behavioral intention. Furthermore, behavioral intention, facilitating conditions and hedonic motivation directly correlate with students’ satisfaction with E-learning for English study. Performance expectancy indirectly influence students’ satisfaction mediated by behavioral intention. The six constructs of performance expectancy, hedonic motivation, facilitating conditions, effort expectancy, social influence, and behavioural intention account for 65.6 % of the total variance in Chinese students’ satisfaction with E-learning for English study.

Research on Influencing Factors of College Students’ Online Learning Effectiveness and Satisfaction Based on the Structural Equation Model

This study aims to develop a model elucidating the factors influencing the effectiveness and satisfaction of online learning for college students. Employing structural equation model analysis and empirical research, the paper explores the interaction paths, degrees of association, and influence mechanisms between various elements and the effectiveness and satisfaction of e-learning. Three significant prospective variables were identified, including knowledge construction, teacher-student interaction, and information processing, along with 32 observed variables. A questionnaire was formulated based on these observed variables, and professionals were requested to review and finalize the formal questionnaire. The study population comprises 389 online college students from diverse schools and majors utilizing Chinese institutions’ MOOC online learning platforms. Selected through deliberate random sampling, these students have engaged in online study for over a year. Statistical analysis using SPSS 24.0 and model testing, refinement, and production using AMOS 24.0 revealed key findings: 1. Knowledge construction, teacher-student interaction, and information processing significantly and positively impact online learning for college students. 2. Clear positive associations exist with direct positive correlations. 3. Variances in learning effects and student satisfaction are noted between geographies and school types. 4. Specific learning differences are observed between male and female students. Based on these findings, educators are advised to define teachers’ roles in online learning, nurture students’ information processing and knowledge construction abilities, design diverse course resources and interaction modes, optimize information software and hardware facilities, and create a supportive external environment to offer substantive guidance and support.

Evolution and current state of research into E-learning

This article aims to undertake a bibliometric review along with a conceptual and intellectual analysis of research on distance learning and e-learning. The purpose of this study is to focus on several academic fields and offer a comprehensive approach on how research on distance learning and e-learning has been approached since 1970. This work applies several bibliometric techniques to assess the research evolution of topics addressed, the most productive authors and the most influential journals. The findings revealed an exponential increase of publications over the last 20 years, highlighting the evolution of topics. The research themes include four main groups: the first relates to pedagogical processes in terms of effectiveness, outcomes, learning strategies, interaction, and self-regulation; the second group includes aspects associated with ICT applied in distance education; the third group focuses on the perceived value, usefulness, acceptance, and satisfaction of e-learning; and the last group portrays the forced application of distance learning strategies to deal with the consequences of the pandemic. This work contributes to expanding the existing literature devoted to study the structure of research on e-learning. It analyses the most representative authors, institutions, and documents, and gathers the growing literature on e-learning, from distance learning in the seventies until the implementation of online learning in the COVID-19 era.

First-Year Students' Satisfaction by E-Learning

Universities around the world have been using electronic learning systems more and more in recent years. Due to the Covid-19 pandemic, Mongolian universities are changing the way of teaching online and thus starting from the second semester of the 2019-2020 academic year. The purpose of this study is to investigate the satisfaction of students towards e-learning and the factors affecting it.&#x0D; 321 first-year students of the School of Nursing of NUMS participated in this survey, the survey questionnaire filled in Google form, and received by electronically. The relationship between satisfaction and its influencing factors was evaluated by using the Pearson test (correlation coefficient).&#x0D; According to the indicators of the research results, students' satisfaction is the most satisfied with learning materials (4.16), student engagement (4.15), and the lowest with e-educational technology (3.25). Due to this, there is a didactic need to improve the quality of e-learning and to update the lesson technology.&#x0D; Students' satisfaction level had a direct strong positive correlation (r=0.65) with grade (r=0.65) and a weak direct positive correlation (r=0.38) with lesson access (p&lt;0.001), and e-learning satisfaction scores had a direct correlation (p&lt;0.001) to the quality of teaching, supply of learning materials, assessment, and student engagement.