Mohammed Lubna Ali, Aljaberi Musheer A, Amidi Asra, Abdulsalam Rasheed, Lin Chung-Ying, Hamat Rukman Awang, Abdallah Atiyeh M
Faculty of Social Science, Arts, and Humanities, Lincoln University College, Petaling Jaya 47301, Selangor, Malaysia.
Department of Community Health, Faculty of Medicine & Health Sciences, Universiti Putra Malaysia, Serdang 43400, Selangor, Malaysia.
Eur J Investig Health Psychol Educ. 2022 Aug 15;12(8):1121-1142. doi: 10.3390/ejihpe12080079.
Shifting the educational system from a traditional to an online context during COVID-19 necessitated several considerations to assure students' satisfaction with e-learning.
This study aims to explore the factors influencing students' satisfaction with e-learning during the COVID-19 crisis. In particular, it tests multiple mediations, student factors, and system quality between students' satisfaction and each course evaluation and instructor's performance.
In this cross-sectional study, 258 undergraduate and postgraduate students enrolled in online courses at multiple Malaysian universities were recruited using non-probabilistic purposive sampling. Data were collected using a questionnaire that assessed four factors that influenced students' satisfaction with e-learning during the COVID-19 crisis (i.e., instructor performance, course evaluation, student factors, and system quality) and analyzed using the partial least squares route structural equation modelling (PLS-SEM).
The results indicated that the four factors were significantly associated with students' satisfaction with e-learning during COVID-19. Student factors and system quality were the most factors predicting students' satisfaction with e-learning. Findings indicate statistically significant relationships between the instructor's performance, student factors, course evaluation, and system quality on students' satisfaction. Furthermore, the results depict that both course evaluation and system quality serially mediate the relationship between instructors' performance and students' satisfaction.
This study finds that improving and enhancing student factors and system quality is critical for students' satisfaction with e-learning. Furthermore, e-learning platforms should contain new advances of computer-mediated technologies that enable collaboration, which is a critical factor in the success of e-learning systems.
在新冠疫情期间，将教育系统从传统模式转变为在线模式需要进行多方面考量，以确保学生对电子学习的满意度。
本研究旨在探讨新冠疫情危机期间影响学生对电子学习满意度的因素。具体而言，它测试了学生满意度与每门课程评价及教师表现之间的多重中介、学生因素和系统质量。
在这项横断面研究中，采用非概率目的抽样法招募了马来西亚多所大学注册在线课程的258名本科生和研究生。使用一份问卷收集数据，该问卷评估了新冠疫情危机期间影响学生对电子学习满意度的四个因素（即教师表现、课程评价、学生因素和系统质量），并使用偏最小二乘路径结构方程模型（PLS-SEM）进行分析。
结果表明，这四个因素与新冠疫情期间学生对电子学习的满意度显著相关。学生因素和系统质量是预测学生对电子学习满意度的最重要因素。研究结果表明，教师表现、学生因素、课程评价和系统质量与学生满意度之间存在统计学上的显著关系。此外，结果表明课程评价和系统质量都在教师表现与学生满意度之间的关系中起串行中介作用。
本研究发现，改善和提升学生因素和系统质量对学生对电子学习的满意度至关重要。此外，电子学习平台应包含能够促进协作的计算机介导技术的新进展，这是电子学习系统成功的关键因素。
