A structural equation model to evaluate students’ learning and satisfaction

Erenler, Hale H. Turhangil

doi:10.1002/cae.22189

Cited by 20 publications

(22 citation statements)

References 49 publications

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“…The significance of student satisfaction in the field of e-learning has been examined by a number of scholars. Therefore, the results of this study confirm previous relationships between factors [33,[91][92][93][94]. Based on the model and the results, this analysis has a number of implications.…”

Section: Discussionsupporting

confidence: 84%

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

Alyoussef¹

2021

Sustainability

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The aim of this study was to fill the gap in the literature on e-learning acceptance and its role in the sustainability of learning and the role of task-technology fit (TTF), which influences student satisfaction and academic performance. While researchers have examined e-learning acceptance in a variety of contexts, the role of TTF as a mediating variable in measuring education sustainability has not been explored using the technology acceptance model (TAM). As a result, the goal of this study was to develop a new paradigm by combining two theories: TFF and the TAM. In total, 432 students and researchers from public universities participated in this study. We surveyed students using the structural equation modelling (SEM) approach to learn about their expectations with regard to e-learning adoption. According to the findings, perceived ease of use has a positive impact on perceived enjoyment and usefulness, which in turn has a positive impact on task–technology fit and e-learning use in higher education, resulting in a positive impact on student satisfaction and academic performance as well as sustainability. Finally, the role of task-technology fit and e-learning usage in education sustainability had a positive effect on student satisfaction and learning performance. As a result, the use of e-learning in learning processes should be encouraged as a long-term strategy in higher education institutions.

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Section: Discussionsupporting

confidence: 84%

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

Alyoussef¹

2021

Sustainability

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“…(3) Three major constructs of DOI, which are relative advantages (equal to perceived usefulness as in TAM and performance expectancy in UTUAT), complexity (equal to perceived ease of use in TAM and effort expectancy in UTAUT) and compatibility. (4) The studies also reveal other factors such as initial trust (Chao, 2019), satisfaction (Chow and Shi, 2014;Lee, 2010;Lin, 2012;Turhangil Erenler, 2020), perceived enjoyment (Qashou, 2020;Mubuke et al, 2017) or hedonic motivation (Al-Azawei and Alowayr, 2020), the role of Instructor (Cheon et al, 2012;Turhangil Erenler, 2020), personal innovativeness (Badwelean et al, 2016). Other scholars examine the moderating effect of individual level cultural values on students' acceptance of e-learning (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

Cross-national differences in mobile learning adoption during COVID-19

Alzaidi

Shehawy

2022

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PurposeThe COVID-19 pandemic has resulted in social isolation; nevertheless, universities will proceed throughout this trying period with the assistance of technology. As such, this paper seeks to develop a conceptual framework to investigate the continued intentions of students to use mobile learning during COVID-19 under different cultural contexts expanding upon the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Expectation-Confirmation Model (ECM) under different cultural contexts.Design/methodology/approachThe suggested model is empirically tested with 1,206 students from different universities in three societies (i.e. Saudi Arabia, Egypt and the UK) using SEM/PLS.FindingsPerformance expectancy, satisfaction, social influence, facilitating conditions and instructors' competencies positively influence students' continued intentions to use mobile learning. In addition, the findings of the current research indicate that student's isolation negatively impact the continuous usage behavior. Furthermore, the findings indicated that a “one-size-fits-all” approach is insufficient in capturing the heterogeneity of students' intentions to use mobile learning across countries.Originality/valueTo the best of the authors' knowledge, this is the first study that has been conducted to understand the main determinants of students' continued intentions to use mobile learning under different cultural contexts.

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“…Student satisfaction with online learning can be related to several factors like online interactions (i.e. student-student, studentinstructor, student-content), course quality, assessment, computer/internet self-efficacy, perceived learning and student learning can be affected by student satisfaction with the learning experience (Harsasi & Sutawijaya, 2018;Kirtman, 2009;Turhangil Erenler, 2019;Uusiautti, Maatta & Leskisenoja, 2017;Young & Norgard, 2006). When students are satisfied with their experience of online learning this will determine if they more likely will continue to enroll in other online courses.…”

Section: Introductionmentioning

confidence: 99%

Development of Online Course Satisfaction Scale

Bayrak

Tibi

Altun

2020

Turkish Online Journal of Distance Education

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Higher education institutions consider student satisfaction to be one of the main factors in determining the quality of their online learning. The purpose of this study was to develop a reliable, valid, and practical instrument to measure online students' satisfaction as well as to explore the psychometric and theoretical concerns surrounding the construct validity of existing satisfaction scales. The study was carried out in 2017-2018 fall and spring with participants consisting of freshmen who took the online course in a state university (N fall =1585; N spring =1206). In this study exploratory factor analysis (EFA) (Study 1-N EFA =921) and confirmatory factor analysis (CFA) (Study 1-N CFA =664; Study 1-N CFA =1206) were performed to assess the construct validity of the scale's measures. As proof of validity, the effect of gender on satisfaction was examined, for which independent sample t-test was performed. For the criterion validity, the relationship between computer and internet self-efficacy and satisfaction scores of the learners was examined. The finalized version of satisfaction scale, consisting of eight items, demonstrated that the scale is suitable for general use. Suggestions for future researchers and practioners are proposed.

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A structural equation model to evaluate students’ learning and satisfaction

Cited by 20 publications

References 49 publications

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

Cross-national differences in mobile learning adoption during COVID-19

Development of Online Course Satisfaction Scale

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