Alzahrani Latifa, Seth Kavita Panwar
Department of Management Information Systems, College of Business Administration, Taif University, P.O. Box 11099, Taif, 21944 Saudi Arabia.
College of Business, Arts and Social Sciences, Brunel Business School, Brunel University London, London, UK.
Educ Inf Technol (Dordr). 2021;26(6):6787-6805. doi: 10.1007/s10639-021-10492-5. Epub 2021 Apr 6.
COVID-19 has impacted educational processes in most countries: some educational institutions have closed, while others, particularly in higher education, have converted to online learning systems, due to the advantages offered by information technologies. This study analyzes the critical factors influencing students' satisfaction with their continuing use of online learning management systems in higher education during the COVID-19 pandemic. Through the integration of social cognitive theory, expectation confirmation theory, and DeLone and McLean's IS success model, a survey was conducted of 181 UK students who engaged with learning management systems. It was found that, during the pandemic, service quality did not influence students' satisfaction, although both information quality and self-efficacy had significant impacts on satisfaction. In addition, the results revealed that neither self-efficacy nor satisfaction impacted personal outcome expectations, although prior experience and social influence did. The findings have practical implications for education developers, policymakers, and practitioners seeking to develop effective strategies for and improve the use of learning management systems during the pandemic.
一些教育机构关闭，而其他机构，尤其是高等教育机构，由于信息技术带来的优势，已转向在线学习系统。本研究分析了在新冠疫情期间影响高等教育学生持续使用在线学习管理系统满意度的关键因素。通过整合社会认知理论、期望确认理论以及德洛内和麦克林的信息系统成功模型，对181名使用学习管理系统的英国学生进行了调查。研究发现，在疫情期间，服务质量并未影响学生的满意度，尽管信息质量和自我效能感对满意度有显著影响。此外，结果显示，自我效能感和满意度均未影响个人成果期望，尽管先前经验和社会影响会产生影响。这些发现对于寻求在疫情期间制定有效策略并改善学习管理系统使用情况的教育开发者、政策制定者和从业者具有实际意义。
