Department of Business and Technology Management, 115522Islamic University of Technology, Gazipur, Bangladesh.
Department of Management Information Systems, Faculty of Business Studies, 95324University of Dhaka, Bangladesh.
Eval Rev. 2022 Jun;46(3):235-265. doi: 10.1177/0193841X221084860. Epub 2022 Mar 25.
During COVID-19 lockdown worldwide, classroom education continues remotely through online. The question remains, comparing with the face-to-face education, does online education has a similar satisfaction level among the students? There are only a few studies that examine the perceived service quality of online education.
The study aims to analyze the factors of perceived service quality of online education during a pandemic.
A structured questionnaire elicits information from 147 students from different study backgrounds of various universities worldwide. The fuzzy-set qualitative comparative analysis (fsQCA) is used for data analysis and model design. Research constructs evaluation for reliability and internal consistency are subsequently performed. A snowball random sampling method is applied for data collection.
Findings from the fsQCA analysis identify four core factors that underpin student satisfaction through positive perceived service quality of online education. Alternative paths are determined based on gender, students' current education status, and their loyalty toward online education. We also introduce two topologies of perceived quality regarding online education and student satisfaction.
Because of the primary nature of the data, this is firsthand experience gathered from different universities around the world who have willingly or unwillingly experienced online learning during the pandemic. The fsQCA technique for examining perceived service quality of online education.
The findings contain a number of contributions, illustrating different topologies of the student from different backgrounds and their intention, satisfaction and loyalty towards e-learning, and identifying causal factors that influence willingness to recommend online education.
在全球 COVID-19 封锁期间，课堂教育通过在线远程继续。问题仍然存在，与面对面教育相比，在线教育在学生中的满意度是否相似？只有少数研究考察了在线教育的感知服务质量。
本研究旨在分析大流行期间在线教育感知服务质量的因素。
一份结构化问卷从来自世界各地不同大学不同学习背景的 147 名学生那里收集信息。模糊集定性比较分析（fsQCA）用于数据分析和模型设计。随后对研究结构进行评估以确保可靠性和内部一致性。采用滚雪球随机抽样方法进行数据收集。
fsQCA 分析的结果确定了四个核心因素，这些因素通过在线教育的积极感知服务质量支撑着学生的满意度。基于性别、学生当前的教育状况以及他们对在线教育的忠诚度，确定了替代路径。我们还介绍了两种关于在线教育和学生满意度的感知质量拓扑结构。
由于数据的原始性质，这是从世界各地不同的大学收集到的第一手经验，这些大学在大流行期间自愿或非自愿地经历了在线学习。用于检查在线教育感知服务质量的 fsQCA 技术。
研究结果包含了许多贡献，说明了来自不同背景的学生和他们对电子学习的意图、满意度和忠诚度的不同拓扑结构，以及确定了影响推荐在线教育意愿的因果因素。
