E-learning Satisfaction Research Articles

Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study

The overarching objective of this study was to assess learning satisfaction among students and to determine whether online-learning self-efficacy was associated with online learning satisfaction during the emergency transition to remote learning. This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal–Wallis H test and a chi-square test were used to compare the student’s satisfaction based on the educational variables. Spearman’s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F = 8.04, R2 = 0.59, p = .004). The study concluded that students’ satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study’s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students’ satisfaction.

Factors related to students' satisfaction with holding e-learning during the Covid-19 pandemic based on the dimensions of e-learning

BackgroundE-learners' satisfaction has a significant impact on the success of the e-learning process and leads to improving the quality of the e-learning system. Many factors affect e-learning satisfaction. This study aimed to determine the factors related to students' satisfaction with e-learning during the Covid-19 pandemic based on the dimensions of e-learning. MethodsThe present study was a cross-sectional study, which was conducted in 2020 among students studying in different fields of Qazvin University of Medical Sciences using stratified random sampling. To collect data three parts of questionnaires were used included the demographic information, the measuring the effectiveness of e-learning, and measuring the level of satisfaction with holding e-learning during the Covid-19 period. Data were entered into spss23 and analyzed by descriptive method, chi-square, and t-test. ResultsThe results showed that the mean (standard deviation) score of satisfaction with e-learning in the students was 20.75 (2.13) and 59 % of them had undesirable satisfaction. There was a significant relationship between satisfaction with e-learning and variables of gender and history of attending online classes before Covid-19. Regarding the four aspects of e-learning, there was a statistically significant difference between the two groups of students with desirable satisfaction and undesirable satisfaction. The results revealed that the mean scores of dimensions of teaching and learning; feedback and evaluation; flexibility and appropriateness; and workload among students with desirable satisfaction were higher than students with undesirable satisfaction. ConclusionConsidering the results, efforts should be made to improve the quality of e-learning and the factors affecting it, because due to the prevalence of Covid-19, distance education may be held for a long time. Lack of attention to these cases can reduce the quality of education and students' level of knowledge.

A study of E-learning satisfaction factors on university after COVID-19 :Using the IPA methodology

본 연구는 대학 이러닝 강의에 대한 중요도-만족도 조사를 통해 학생들의 요구에 맞는 교육 서비스를 제공하여 비대면 교육의 질 향상에 기여하는 것을 목적으로 하였다. 우선 선행연구에 입각하여 이러닝 강의, 성적 평가, 피드백, 이러닝 시스템, 상호작용, 과제 총 6가지의 품질 요인으로 분류한 뒤, 세부 품질 요인을 25가지로 분류해 설문지를 구성하였다. 이후 수도권 소재 I 대학 학생 190명을 대상으로 이러닝 강의에 대한 중요도-만족도 분석을 진행하였다. 수집된 자료를 바탕으로 학년별, 계열별, 이러닝 경험 유무별로 중요도와 만족도 점수의 차이 분석(t 검정) 및 중요도-만족도 분석(IPA)을 수행하였다. 차이 분석결과 학년별, 계열별, 이러닝 경험 유무별로 유의미한 차이는 존재하지 않았다 (p>0.05). 한편 중요도-만족도 분석결과 6가지 품질 요인 중 집중적인 개선 노력이 필요한 요소로는 이러닝 시스템 1개, 피드백 2개, 상호작용 1개, 과제 1개, 이러닝 강의 2개가 도출되었다. 이에 대한 구체적인 항목으로는‘시스템 신뢰도’,‘피드백의 신속성’, ‘피드백 시스템 구축’, ‘교수-학생 간 상호작용’, ‘과제의 양’, ‘정확한 목표 제시’, ‘내용의 정확성’이 제시되었다. 본 연구는 기존 연구들에서 다루지 않았던 이러닝 경험 유무 특성을 추가하여 연구를 진행하였다는 점에서 시사하는 바가 크며, COVID-19 상황에 맞는 이러닝 교육 환경을 구축하는데 기여할 수 있을 것으로 사료된다.The purpose of this study was to contribute to improving the quality of e-learning service by providing educational services appropriate to the students needs based on the students satisfaction survey. For this purpose, The questionnaire composed of 6 quality factors and 25 detailed quality factors was developed to measure the students’satisfaction, then the survey of 190 I-university students was conducted. t-test and IPA were performed according to the students’grade, college majors, experience of e-learning. The differences between importance and satisfaction of the every factors were not statistically meaningful by the grade, college majors, experience of e-learning. According to IPA, 1 items from system, 2 from feedback, 1 from interaction, 1 from task, 2 from e-learning lecture were need to be improved intensively. To put in concretly, They were system reliability , fastness of feedback , building a feedback system , professor-student interaction , amount of task , exposing exact goals , accuracy of content . This study is significant in that the study was conducted by adding experience of e-learning which is not studied in existing study. This study is thought to be able to contribute to the establishment of an e-learning service which is suitable with the situation of COVID-19.

Students’ Satisfaction with E-learning during COVID-19 at a Private Medical College.

Objective: To evaluate students’ satisfaction of E-learning at a private teaching medical college during COVID-19 lockdown. Study Design: Cross Sectional Descriptive study. Setting: Shalamar Medical and Dental College. Period: April 2020 to July 2020. Material & Methods: A standardized and validated questionnaire (SEEQ) was disseminated among MBBS students of SMDC. The questionnaire contained open ended and closed ended questions; the latter were based on likert scale. Results: A total of 365 students responded to the questionnaire with 57% and 43% of the respondents being females and males respectively. Overall, the 3rd, 4th and 5th year MBBS students seemed more satisfied with online lectures (52-54%) compared with 1st and 2nd year MBBS students (26%). The students showed dissatisfaction on assignments and assessments being taken on Moodle. The connectivity problem was seen as a major concern for the students. However the students appreciated that the sessions were recorded regularly and available on YouTube channels. Conclusion: The findings of our study showed that 1st and 2nd year students were not mentally prepared for the sudden paradigm shift from traditional to online teaching. However the students realized that gradual shift was not possible in the current scenario and were generally satisfied with E-learning. It is advisable to adopt a blended approach initially before converting the entire learning experience on online media

Satisfaction of the quality of education and virtual education during the Covid-19 pandemic in nursing students of aja university of medical sciences in 2020

Background and Aim: The medical universities face more serious challenges during the Covid-19 pandemic. This study aimed to determine the level of satisfaction on the quality of education and virtual education during the Covid-19 pandemic crisis in nursing students of Aja University of Medical Sciences in 2020. Methods: This cross-sectional study (descriptive-correlation) was conducted at the end of the second semester of 2019-2020. All Aja nursing students were selected by the census method and recruited in the study. Individual characteristics questionnaire, course experience questionnaire (CEQ), and e-learning satisfaction questionnaire were used to collect data. Results: More than 66% of students were satisfied with the quality of the training course. More than half of the students (56.3%) were relatively satisfied with virtual education. Among individual variables, only students' semester was considered as a predictor of satisfaction with the course (P <0001). There was no significant relationship between the dimensions and the CEQ score with students' academic achievement (P <0.05). All dimensions of the CEQ were significant predictors of students' satisfaction with the course (P <0.0001). Conclusion: Continuation of education in medical universities in the Covid-19 pandemic to train professional and empowered graduates to reduce the workload of hospitals is one of the main concerns of educational administrators. It is recommended to pay special attention to the quality of these training to introduce, identify and evaluate the experience of successful teaching-learning styles and start the cycle of modification and improvement of the training process even in the Covid-19 pandemic. © 2021 Baqiyatallah University of Medical Sciences. All rights reserved.

Student E-Learning Satisfaction During The Covid-19 Pandemic in Bali, Indonesia

Abstract: The Covid-19 has led to comprehensive changes in the education sector. Physical distancing requirements have seen education programs in Denpasar city, Bali province, Indonesia move online. During the Covid-19 pandemic from February-May) 2020, this study was conducted to determine student e-learning satisfaction and e-learning system success. Student satisfaction was measured by e-learning attitude, e-learning quality, and e-learning flexibility. The research was conducted at two private universities in Bali, Indonesia and involved 257 respondents. Respondents were student actively engaged in e-learning during Covid-19. The results found a significant positive relationship between student e-learning attitude and e-learning quality on student e-learning satisfaction, and also student e-learning satisfaction on e-learning system success; however, the influence of e-Learning flexibility on student e-learning satisfaction was not significant. Universities can improve e-learning results by considering the technical limitation students face for e-learning and improving the flexibility of access to online teachers.Keywords: e-learning attitude, e-learning quality, e-learning flexibility, student e learning satisfaction, e-learning system successKepuasan Siswa Mengikuti E-Learning Selama Pandemi Covid-19 di IndonesiaAbstrak:Terjadinya pandemi Covid-19 mengakibatkan berbagai perubahan terjadi di seluruh dunia, termasuk di sektor pendidikan. Penerapan jarak fisik menyebabkan program pembelajaran dilakukan secara online, termasuk pada program pendidikan di kota Denpasar, Provinsi Bali, Indonesia. Penelitian ini dilakukan selama pandemi Covid-19 (Feb-Mei) 2020, bertujuan untuk mengetahui kepuasan mahasiswa mengikuti program e-Learning dan keberhasilan program e-Learning selama pandemi Covid-19. Pengukuran kepuasan mahasiswa dilakukan melalui variabel sikap mahasiswa, kualitas e-learning, dan fleksibilitas e-learning. Lokasi penelitian dilakukan di dua Universitas swasta di Bali, Indonesia, dengan populasi 718 dan 257 sampel yang diambil menggunakan formula Slovin. Responden adalah mahasiswa aktif yang mengikuti e-learning selama Covid-19. Data dianalisis menggunakan program SmartPLS 3,0. Hasil menemukan bahwa tiga hipotesis diterima dan satu hipotesis ditolak dari empat hipotesis yang diusulkan. Universitas diharapkan untuk memperhatikan waktu dan tempat pelaksanaan yang nyaman bagi mahasiswa dalam mengikuti pembelajaran e-learning demi meningkatkan kepuasan mereka terhadap program e-learning.Kata kunci: sikap e-learning, kualitas e-learning, fleksibilitas e-learning, kepuasan e-learning siswa, keberhasilan sistem e-learning

E-learning satisfaction and retention: a concurrent perspective of cognitive absorption, perceived social presence and technology acceptance model

PurposeThe purpose of this study is to concurrently test the effect of cognitive absorption and perceived social presence on technology acceptance model core variables, e-satisfaction and e-retention among undergraduate students of Northern Malaysian public universities.Design/methodology/approachTo empirically test the model, the authors developed quantitative research by collecting data from 730 undergraduate students of public universities in the Northern states of Malaysia. Partial least squares–structural equation modeling was used to analyze the data.FindingsThe results of the study reveal that cognitive absorption has a direct significant and positive effect on perceived usefulness and perceived ease of use of e-learning platforms and an indirect effect on e-satisfaction and e-retention. Equally, perceived social presence has a direct positive and significant effect on perceived ease of use and an indirect effect on e-satisfaction and e-retention, while e-satisfaction positively and significantly influences electronic retention. However, perceived social presence has an insignificant effect on perceived usefulness.Practical implicationsThe findings of this study provide insights to practitioners, academia and university management, policymakers, designers and marketers on how to use the selected variables to improve the e-learning systems generally, and LearningZone Moodle in particular.Originality/valueSeveral studies have been conducted in the domain of electronic learning; none of them, however, concurrently linked cognitive absorption and perceived social presence with technology acceptance model core factors to predict e-satisfaction and e-retention using LearningZone Moodle. This study helps the research community to fill this gap as the literature lacks a concerted discussion concerning these variables to significantly predict e-satisfaction and e-retention in an online learning context.

Factor Affecting E-Learning User Acceptance: A Case Study of AULA

E-learning is a strategy that is expected to transform ordinary learning into a learning philosophy that can be adapted, shared, reusable, and versatile. Based on previous research, e-learning acceptance is influenced by many factors. However, there are still some things that have not been determined and discussed; Therefore, they need further investigation. Based on previous assumptions, this study is an attempt to examine the factors that influence student acceptance of e-learning at Airlangga University, Indonesia. In this study, the Technology Acceptance Model (TAM) and (Information System) IS Success Model were combined to test intention, user satisfaction, and actual use of e-learning. This research was conducted by distributing online and offline questionnaires to 100 student respondents; then processed the data using SmartPLS 3.0. The results showed that e-learning user satisfaction was influenced by the quality of education, service quality, and information quality. At the same time, the intention to use is influenced by the quality of education. In addition, user satisfaction and intention to use e-learning affect the actual use of e-learning. This research is expected to help decision-makers from higher education to better understand the effectiveness of using e-learning by students.

Organizational capacity, motivation, or intervention capacity?: Are these affects online teaching readiness and need satisfaction of students

In this pandemic situation, educational institutions are trying to co-operate students in continuing learning without face-to-face interaction. Teachers have online teaching readiness with their own organizational capacities, motivation, and interactive capacities and use online teaching strategies to satisfy students' needs and desires. In fact, the study aimed to assess the effect of organizational capacity, motivation, or intervention capacity on online teaching readiness and satisfaction of students’ learning during COVID-19 broke out or future unforeseen circumstances. 90 teachers and 135 students participated in an online survey and responded the online teaching readiness questionnaire and e-learning satisfaction scale. Structural equation modeling (SEM) was performed to evaluate the online teaching readiness and online learning satisfaction models. A partial correlation matrix, CMIN, CFI, PCFI; NCP, FMIN, RMSEA, AIC, and ECVI was generated by the AMOS 21.0 program to calculate path coefficients and the overall model fit. The authors claimed that organizational capacity, motivation, and intervention capacity significantly relate to teachers' online teaching readiness. Synchronous e learning (e.g., Skype/Zoom/WebEx) results of the direct effects of students’ learning performance, need satisfaction, openness to learning, self-concept, self-pace, problem solving, self-assessing, love of learning, creativity, and motivation

Smart Pedagogical Knowledge Management System

The problem of knowledge in business was born several years ago. Indeed, new forms of work generate informal learning situations. This is how individuals develop their knowledge and skills. These situations are recognized by companies doing knowledge management. They encourage and make all to build communities of practice and knowledge exchange networks. This makes it possible to formalize the procedures, the good practices and the failures (feedback of experiences) thus to constitute sources of exploitable data. At the university, like any organization, each teacher has his/her own knowledge, his/her know-how, and he/she develops skills on his/her field of work in order to make that knowledge collected. This tacit or implicit teacher knowledge is shared so that each student can appropriate it and use it. However, depending on the nature of knowledge, and given the peculiarity of the pedagogical flow and its dependence on individuals (teacher), creating collective knowledge is not simple. During retirements, transfers, position change or any other academic life event, causing teacher displacement, knowledge may be lost. To deal with this problem, an empirical study of educational system perception of higher education in Morocco was carried out. Emphasis was placed on: pedagogical knowledge management, educational and e-learning platforms and overall student satisfaction. According to obtained results, we propose a smart education knowledge management system based on Artificial Intelligence to avoid loss of pedagogical knowledge and cover learning environment complexities and users' constraints.

Analysis of student satisfaction of e-learning using the end-user computing satisfaction method during the Covid-19 pandemic

The government’s physical distancing policy to prevent transmission of the covid19 virus caused changes in learning patterns from face-to-face learning to distance education. The application of distance education at Universitas Negeri Yogyakarta is one of them through e-learning. Measurement of the level of e-learning user satisfaction is an assessment of the success of e-learning itself. The method used to measure students’ level of satisfaction using e-learning is End-User Computing Satisfaction (EUCS). EUCS has five indicators, namely, Content, Accuracy, Format, Ease of Use, and Timelines. The research sample was taken using a random sampling technique. The data collection technique was carried out using a questionnaire. Data analysis uses descriptive statistical analysis and inferential statistical analysis. Based on the analysis results, the content evaluation value is 4.0300, the accuracy evaluation value is 4.0200, the evaluation value is 4.2550, the evaluation value for easy use is 4.0288, and the evaluation value for timeliness is 4.0900. The overall analysis results showed that the students were satisfied with the e-learning course in vocational learning media.

Students’ long-term orientation role in e-learning success: A Brazilian study

E-learning can play an important role in the solution to educate a large quota of the population in significant countries. Studies point out that cultural characteristics can influence e-learners’ performance. Our main goal is to understand the e-learning success drivers in Brazil. Our research proposes a model that analyzes students' long-term orientation role in the Brazilian e-learning context. We collected 297 answers from a survey of higher education students in nine regions. Data were analyzed through a quantitative method. Results indicate that information and collaboration quality, and e-learner satisfaction explain e-learning systems usage. Our model indicates that students' long-term orientation influences the positive relationship between e-learning systems' use and the perceived net benefits. We also found that system and information quality, and e-learning systems’ use are determinants of e-learning user satisfaction. Collaboration quality and information quality are determinants of e-learning systems usage. E-learning usage and user satisfaction explain overall e-learning net benefits, and long-term orientation has a moderating effect between e-learning use and net benefits.

Success Factors for e-Learning Satisfaction during COVID-19 Pandemic Lockdown

The research investigates effect of IT characteristicsfactors on students’ e-learning satisfaction during the period of COVID 19 pandemic lockdown. Selected factors of IT characteristics are IT complexity, IT pace change and IT presenteeism. The study also investigatesmediating role of perceived value as a second order construct comprising of perceived ease of use, perceived behavioural control and perceived usefulness. The data was collected from 470 student sample selected using convenience sampling through online questionnaire in Malaysia during Movement Control Order (lockdown) period when universities moved classes to online learning platforms. The data was then subjected to purification, normality and reliability assessment followed by confirmatory factor analysis, validity assessment and finally structural equation modelling using IBM SPSS AMOS 24.0. The findings show that all three factors have significant impact on e-learning satisfaction. IT complexity has the most prominent impact on e-learning satisfaction among selected variables. In addition, perceived value fully mediates relationship among all three independent variables and learning satisfaction. Implications, limitations and future research avenues are then discussed.

The moderating influence of environment factors in an extended community of inquiry model of e-learning

ABSTRACT Like their global counterparts, e-learning platforms are an indispensable technology in many Asia Pacific tertiary institutions. Despite its widespread adoption, e-learning is still being criticized as merely mirroring traditional classroom formats but in digital forms. If tertiary institutions in Asia Pacific wish to harness e-learning and be globally recognized, they need to first overcome such criticisms by understanding what drives students’ satisfaction. Drawing on the community of inquiry (COI) model, this study attempts to determine the factors that underpin students’ satisfaction with their e-learning experience. Surveying students from a Malaysian university, this study shows that while cognitive presence and social presence influence e-learning satisfaction directly, teaching presence is mediated by cognitive and social presence. Furthermore, two environmental factors, content quality and perceived ease-of-use, moderate the relationships among the three presences and e-learning satisfaction. We argue that this extended and more comprehensive model would help educators better understand e-learning’s use as an effective pedagogical platform. We discuss the implications of the findings for higher education institutions and offer directions for future research.

Evaluation of student academic performance using e-learning with the association rules method and the importance of performance analysis

In managing the student study process, there is a pattern that occurs repeatedly every year. The recurring data will produce information in the form of student profiles, entry paths, student academic results, study period, average graduate-level and much other information as long as students take the process of teaching and learning activities. This research was conducted to predict student performance and e-learning satisfaction at the Computer Science department in Mulawarman University using the Association Rules method and Importance Performance Analysis. The sample in this study was 389 data of computer science graduate students. Based on the results of the research that has been done, it can be concluded that the graduation rate of computer science students of the Faculty of Computer Science and Information Technology, as follows; students who have graduated most have a GPA interval of 2.76 - 3.50 with male gender and take a study period of more than 6 years which has a support value of 0.321 and a confidence value of 0.628. Their perception of e-learning according to IPA coordinates community, collaboration, materials, social media, knowledge, synthesis, application, understanding, multimedia, evaluation, video, and news in quadrant II has a high level of importance with a relatively high level of performance and must be maintained.

A Comparative Study on e-Learning Satisfaction between Korea and China

A Comparative Study on e-Learning Satisfaction between Korea and China

EEG signal based Modified Kohonen Neural Networks for Classification of Human Mental Emotions

Identifying human emotions is very important in human machine interaction(HMI). These emotions will affect communication between people, and their mood.Emotion detection will give a clear idea aboutcustomer satisfaction in e-learning, marketing, entertainments and behavior of criminals in law. Artificial neural networksare essential for machine learning and emotion detection.The emotions are detected from EEG signals which can give better performance to audio and facial signals. In this work, several modified Kohonen neural networks are proposed for human emotion classification.EEG signals from DEAP Database are used asinput for ANN to detect the human emotions. Angry, Happy, Sad and Relax are the emotions classified using KohonenNeural Networks.Experimental results show promising results for the proposed approaches.

E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic.

E-learning is increasingly used during the COVID-19 pandemic, however the impact of this change on students is not known. This study aimed to evaluate perception and satisfaction of health sciences students towards E-learning during the COVID-19 lockdown. A structured questionnaire was distributed to 2000 health care students either through email or social media platforms. The questionnaire was divided into two sections: the first section addressed demographic information such as age, education level, course of study, number of lectures attended and country. The second section gathered information on perception and satisfaction of students using 13 close-ended questions. Frequencies and percentages were assessed for demographic data, perception and satisfaction level of students. The paired sample t-test, independent t test and Spearman correlation were applied to evaluate statistical significance between different variables of the study. A p-value of <0.05 was considered significant. Data from 1255 participants were included at a response rate of 66.4%. More than one third (37%) of the students took 25 or more online E-learning sessions and 47% preferred Zoom as an online platform. Participants belonged to 11 countries from developed and developing nations. 41% reported interference of E-learning due to network problems. 60% considered that clinical and practical skills are best learned in clinics and laboratories. More than one third of the students preferred classroom teaching and 34% of the students did not feel confident enough to take exit exams after E-learning sessions. E-learning satisfaction levels were better among developed countries (7.34) compared to developing countries (5.82). The majority of participants agreed that E-learning was satisfactory in acquiring knowledge, however not effective in acquiring clinical and technical skills. As the COVID-19 lockdown eases, there is a need for improvement in the methods employed in E-learning and more blended learning among healthcare students is recommended.

E-Learning Satisfaction Menggunakan Metode Auto Model

E-Learning just like learning media in general need to be evaluated to find out and measure how much effectiveness, efficiency and user satisfaction with the quality of the overall learning process. One effort that can be done to find out and evaluate the quality of a learning is to use satisfaction evaluation. Measurement of satisfaction requires data derived from questionnaires that are presented using a Likert scale. The data illustrates the perception of users who have uncertainty because it is very subjective so that it has the potential to cause misinterpretation. The auto model method can be used to evaluate e-Learning satisfaction because the auto model method has the advantage of solving a problem with the various models produced, which in this case are in accordance with the context of the satisfaction problem that is often presented in natural language that has uncertainty, such as "how satisfied? "," How efficient? "And" how much is user satisfaction. Based on the auto model method, the results of the satisfaction scores of each respondent, shown in the table above, are summed and the average is calculated. With the auto model, the results show that SVM is the best performance method with an acceleration rate of 90% and best gains with a value of 38.

E-Learning Training to Improve Pediatric Parenteral Nutrition Practice: A Pilot Study in Two University Hospitals.

Education and training may improve the prescription of pediatric parenteral nutrition. The aim was to evaluate the impact of an e-learning method on parenteral nutrition prescription skills among pediatric residents in 2 pediatric hospitals. A randomized double-blind control study was conducted over a 9-month period among pediatric residents in HOSP1, Geneva, Switzerland, where physicians prescribe parenteral nutrition directly, and in HOSP2, Montreal, Canada, where physicians prescribe only occasionally because clinical pharmacists are devoted to this activity. The intervention consisted of an e-learning session about key issues of parenteral nutrition. Physician parenteral nutrition knowledge was evaluated with a standardized questionnaire based on clinical cases before and after the e-learning in the intervention groups; in the control groups, only the 2 tests were conducted. In HOSP1, participants also underwent iterative tests every 2 months to measure the retention of knowledge. Sixty-five physicians participated. Initial knowledge scores were higher in HOSP1 (pretest scores 180±29 vs 133±24, p<0.001). Overall, there was no significant difference in the impact of the e-learning intervention between the control and e-learning groups (p>0.05). A significant knowledge improvement was observed in HOSP2 in the e-learning group (p = 0.033). Iterative tests in HOSP1 showed persistence of knowledge without significant differences between the groups. E-learning satisfaction among the participants was outstanding (100%). E-learning seems to be an effective method for teaching parenteral nutrition among pediatric residents and fellows at the beginning of the training. High satisfaction with this teaching method was observed in this study.