Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries

Abstract

The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic’s first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher’s active role in the process of online education, and the overall system quality, while the students’ digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students’ performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.

Ethno-Flipped Classroom Model: Sebuah Rekomendasi Model Pembelajaran Matematika Di Masa New Normal

“…Berdasarkan pada penjabaran dampak positif dan dampak negatif yang dihasilkan dari proses pembelajaran di masa pandemi Covid-19 menunjukkan bahwa baik siswa maupun guru belum benar-benar siap dalam melakukan transformasi pembelajaran. Ketidaksiapan siswa dan guru tidak hanya terjadi pada konteks adaptasi teknologi, namun juga berkaitan erat dengan faktor pendukung pelaksanaan pembelajaran, yakni personal factor dan personal behavior (Boca, 2021;Bringula et al, 2021;Keržič et al, 2021). Implementasi pembelajaran jarak jauh menggunakan platform pembelajaran, salah satunya adalah e-learning wajib didukung oleh personal factor dan personal behavior baik pada diri siswa maupun guru itu sendiri (Maheshwari, 2021).…”

Impacts of the Covid-19 Pandemic on Life of Higher Education Students: Global Survey Dataset from the First Wave

“…The Covid-19 pandemic caused by the novel coronavirus SARS-CoV-2 has created an unprecedented challenge with drastic consequences for all national systems, including higher education, which had no benchmark or previous experience available [1] , [2] , [3] . The health crisis supposedly emerged in China during December 2019 and its sudden outbreak saw it begin to spread rapidly across the world.…”

“…Namely, to curb the spread of Covid-19, educational institutions across the world transferred various courses from onsite to online with a rapid pace [ 7 , 8 ], with online learning (e-learning) thereby becoming a mandatory teaching and learning process of higher education institutions [1] . Many higher education institutions were even encountering e-learning for the first time, making the transition especially demanding for them because almost no time was available to organize and adapt to the new landscape of education [2] . Accordingly, this has created many challenges for both teacher and students.…”

Untitled

“…Much attention has been dedicated by researchers all over the world to the impact of the global Covid-19 pandemic on the academic field. Research conducted nowadays centers around students' learning effectiveness by focusing on aspects such as how students perceive their academic performance and satisfaction in e-learning environments (Kerzič et al 2021), whereas some research studies have been dedicated to students' mental health and overall wellbeing (Lischer, Safi & Dickson 2021, Elmer, Mepham & Stadtfeld 2021. Although some of the research studies have focused on the impact of e-learning on student emotional well-being (Clabaugh, Duque, Fields 2021, Hassan et al 2021, emotional aspects of online education remain peripheral issues.…”