Bou-Hamad Imad, El Danaoui Mira
Department of Business Information and Decision Systems, American University of Beirut Suliman S Olayan School of Business, Beirut, Lebanon.
Heliyon. 2024 Jun 18;10(12):e33257. doi: 10.1016/j.heliyon.2024.e33257. eCollection 2024 Jun 30.
The COVID-19 pandemic triggered a substantial surge in e-learning adoption, impacting students' lives and well-being. This study investigates factors influencing student satisfaction with e-learning in Lebanon during the pandemic, with a focus on disparities between public and private education sectors. Utilizing an online survey and convenience sampling techniques, we gathered data from 307 graduate students representing both sectors. Employing regression-based methods, our study identifies instructor readiness as the most influential factor affecting e-learning satisfaction (β = 0.483, p < 0.001). Moreover, it reveals that heightened psychological distress diminishes student satisfaction (β = -0.189, p = 0.013). Additionally, students exhibit varying learning preferences, with a clear preference for hybrid (66 %) and face-to-face (27 %) learning over online alternatives (7 %). Our study concludes by emphasizing the imperative of enhancing public education sector e-learning infrastructure and providing adapted psychological services to address the impact of the COVID-19 pandemic and future crises effectively.
新冠疫情引发了电子学习采用率的大幅飙升，影响着学生的生活和幸福。本研究调查了疫情期间黎巴嫩影响学生对电子学习满意度的因素，重点关注公立和私立教育部门之间的差异。利用在线调查和便利抽样技术，我们从代表这两个部门的307名研究生那里收集了数据。采用基于回归的方法，我们的研究确定教师准备情况是影响电子学习满意度的最具影响力因素（β = 0.483，p < 0.001）。此外，研究表明，心理困扰加剧会降低学生满意度（β = -0.189，p = 0.013）。此外，学生表现出不同的学习偏好，明显更倾向于混合式学习（66%）和面对面学习（27%），而非在线学习（7%）。我们的研究最后强调，必须加强公共教育部门的电子学习基础设施，并提供适应性心理服务，以有效应对新冠疫情和未来危机的影响。
