The concept of satisfaction has been a concept extensively studied in the literature and is still of interest to both academics and managers. This study examines the key determinants of satisfaction in an online shopping context and their consequences on loyalty. We have used structural equation modeling method to test a conceptual model relating perceived value-satisfaction-loyalty with the incorporation of variables specific to the online experience (computer anxiety and website environment). We proposed also navigational goal (shopping versus browsing) as a moderator of the relationship between perceived value and satisfaction. The findings reveal that the effect of website environment on perceived value is supported and that some dimensions of perceived value influence online customer satisfaction. Moreover, satisfaction has a positive influence on loyalty while computer anxiety has a negative influence. Furthermore, navigational goal moderates the relationship between perceived value and satisfaction. Managerial implications of these results are discussed.

Structural equations are extensively used in studies dealing with abstract variables. The authors can choose between first and higher-order constructs but some researchers omit to pursue a rigorous method. Therefore, it is important to know: when is the higher-order construct preferred to the first-order one? In this study, the authors have illustrated this procedure for perceived value and trust. They collected data with students, inviting them to navigate in a website and to fill-in a questionnaire. Results show the superiority of the second-order reflective model for perceived value and trust. The decision is taken relying on theoretical and empirical justifications. The authors have also proven the predictive ability of their variables by confirming their positive relationship with commitment. The latter predicts behavioral intentions. Second-order reflective constructs invite managers to pay attention to all the first-order factors because a negative perception of one of the factors contributes to the deterioration of the second-order construct.

Globalization and advances in information and communication technologies have increased the diversification of the characteristics of targeted students. The cultural diversity of users benefits learning but challenges institutions. In this context, we are trying to identify the cultural dimensions that influence the e-learning experience of users from different cultures. As we are interested in the meaning given by users to their experiences, we have conducted a qualitative study with 15 teachers and learners in a multi-cultural context. The content analysis showed the existence of four dimensions that can be factors of convergence or divergence for the learners. These dimensions are management of time and learning activities, management of the learning space, management of interpersonal relations, and style of communication. The results call the attention of professionals to improve the practical approaches to adapt e-learning services to different cultures in order to improve the perception of the e-learning experience.

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