Essam: An Assessment Model for Evaluating Students Satisfaction in E-Learning Environments (original) (raw)
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IDENTIFYING FACTORS THAT CONTRIBUTE TO THE SATISFACTION OF STUDENTS IN E-LEARNING
There has been an increasing interest in the application of e-learning through the enhancement of internet and computer technologies. Satisfaction has appeared as a key factor in order to develop efficient course content in line with students' demands and expectations. Thus, a lot of research has been conducted on the concept of satisfaction in electronic environments. Satisfaction has been seen to be the most significant variable on loyalty and usage intention in marketing and information science terms, which can also be highly related to academic success. In this regard, this study set out to investigate the effects of several variables on the learning processes of 930 e-learning students in the Sakarya University distance learning program. The findings of the research indicated that factors perceived playfulness, perceived ease of use and multimedia content effectiveness had a significant effect on perceived usefulness. Furthermore, it was concluded that satisfaction was affected by perceived usefulness, perceived playfulness and multimedia content effectiveness.
In the e-learning literature, learning satisfaction with e-learning systems has been addressed. In the present study, a model and an instrument were developed to measure students' satisfaction with e-learning systems. The study provided a description of the procedures employed in survey conceptualization, items generation, data collection and validation of multiple-item scale. It also confirmed reliability and discriminant validity of data for analysis gathered from a sample comprising 268 respondents. The researcher made use of the structural equation modeling (SEM) method with the SmartPLS program to shed a light on the adoption process. The model comprises of factors including content of e-learning, interface of e-learning, personalization of e-learning, community of e-learning, self-efficacy of e-learning, perceived usefulness, perceived ease of use and intention to use e-learning and their impact on the satisfaction of students. The model was developed on the basis of technology acceptance model (TAM) and the findings evidenced that the model is a robust theoretical tool employed to examine the acceptance of e-learning among students.