Conceptual Model of User Satisfaction as Mediator of E-Learning Services and System Quality on Students’ Individual Performance (original) (raw)
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To date, literature on e-service quality (E-SQ) has mainly been on conceptualisation and measurement issues within the e-retail environments. Empirical research on E-SQ and its consequences in 'pure' service context has not been forthcoming. In expanding knowledge in light of this, this study examined a modified E-SQ scale within a university's e-services setting. In addition, the linkages existing among E-SQ (in this 'pure' service environment) and satisfaction and e-service usage frequency was estimated using SEM in LISREL 8.5 by relying on questionnaire data collected from three hundred and eighteen students of Kwame Nkrumah University of Science and Technology (Ghana). Results obtained provide support for a modified 7-dimension E-SQ scale employed. Further, the results indicated that E-SQ only has a significant positive indirect effect on usage frequency through satisfaction. The implication of these results is that firms that provide higher quality of e-services are more likely to satisfy their customers, which would in turn influence their commitment to purchase and re-purchase intent. In the case of the current study, the implication is that, universities with quality e-services would have students finding their e-services to be satisfactory and consequently be consistent in the use of e-services to improve learning and administrative communication. E-services quality therefore has both financial implication for universities in terms of cutting administrative costs, and a ripple effect of students' perception of quality on the image and competitiveness of the university.
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The present study was conducted to explore the students' satisfaction level from Virtual University of Pakistan e-learning system. This paper aimed at bringing the underlying factors which determine and affect students' satisfaction from e-learning. The method adopted for the present study was survey. In order to measure students' satisfaction a questionnaire with 25 items was deployed. The sample of current study comprised 240 students from different study programs. Descriptive statistics, regression analysis and one sample t-test were applied to measure students' satisfaction from the system. Results showed that students prefer this system due to its teaching standards. Regression analysis explained interactivity pattern as an important indicator of overall satisfaction from the system. One sample t-test revealed that students were highly satisfied from e-learning system. The results concluded that unconventional mode of learning is as powerful tool of education as...
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Electronic learning (E-learning) is an innovative learning tool that provides an opportunity for technology-driven distance teaching. E-learning not only enhances learning quality, but it has also become the only medium of learning during the COVID-19 pandemic, when people have been forced to stay at home. Due to the pandemic, most countries have initiated online learning to continue the learning process, thus lessening the study gap. Against this backdrop, it is imperative to explore the perception and satisfaction level of e-learners regarding e-learning tools. In this study, a quantitative approach was conducted on the students of two leading public universities (graduates and postgraduates) to identify the impact of the determinants of the SERVQUAL model (reliability, responsiveness, assurance, empathy, and website design), as well as ‘learning content’, on overall perceived quality and satisfaction. In total, 895 respondents participated in the study, and data were analyzed wit...
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This chapter examines a case study of the user’s satisfaction with e-learning at the University of Botswana. The study drawn on 415 undergraduate students who are users of e-learning from across six faculties and 39 departments of the university. Data was collected through an adapted and validated questionnaire. The result reveals generally that students were satisfied with e-learning system at the University of Botswana. Overall, 87.3% were adequately satisfied, satisfied, and moderately satisfied; while on the other hand, 11.8% were less satisfied and not satisfied. Perceived usefulness, perceived ease of use, system quality, content quality teaching and learning effectiveness dimensions were indicated to have the capacity to determine users’ satisfaction with e-learning. Furthermore, the results demonstrate that the entire user satisfaction dimension positively and significantly correlate with and adequately predict and determine satisfaction with e-learning. Challenges indicated...
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E-learning, as a direct result of the integration of technology and education, has emerged as a powerful medium of learning particularly using Internet technologies. The undeniable significance of e-learning in education has led to a massive growth in the number of e-learning courses and systems offering different types of services. Thus, evaluation of e-learning-systems is vital to ensure successful delivery, effective use, and positive impacts on learners. Based on an intensive review of the literature, a comprehensive model has been developed which provides a holistic picture and identifies different levels of success related to a broad range of success determinants. The model has been empirically validated by fitting the model to data collected from 563 students engaged with an e-learning system in one of the UK universities through a quantitative method of Partial Least Squares-Structural Equation Modelling (PLS-SEM). The determinants of e-learning perceived satisfaction are technical system quality, information quality, service quality, support system quality, learner quality, instructor quality, and perceived usefulness, which together explain 71.4% of the variance of perceived satisfaction. The drivers of perceived usefulness are technical system quality, information quality, support system quality, learner quality, and instructor quality, and these explain 54.2% of the variance of perceived usefulness. Four constructs were found to be the determinants of e-learning use, namely educational system quality, support system quality, learner quality, and perceived usefulness, and together they account for 34.1%. Finally, 64.7% of the variance of e-learning benefits was explained by perceived usefulness, perceived satisfaction, and use.
International Journal of Advanced Research (IJAR), 2018
This paper aimed to provide a framework to find the effects of success factors on the e-learning system success. The success factors like system factors and technology factors with the mediating effect of user-satisfaction and system use and e-learning system success. Information system success (ISS) theory has been used to support the framework. A number of reliable databases like Emerald, JSTOR, Science Direct, Tylor and Francis and Springer have been consulted to add the support of the literature. The keywords like system factor (Service quality, Information quality, System quality) technology factor, user-satisfaction, system use, and E-learning system success have been used to search the relevant studies. It has been studied that system factors and technology factors cause e-learning success and this relation is also mediated by user-satisfaction and system use. At the end, the limitations of the study are described, and future research descriptions are recommended.