Designing a predictive model of student satisfaction in online learning

Social Presence and Self-Efficacy in Relation to Student Satisfaction in Online Learning Setting: A Predictive Study

“…The literature also shows that student satisfaction is related to students' dropout rates, commitment to completing an online course, success in learning, and loyalty; in addition, it is an indicator of the quality of a distance education course and a predictor of learning outcomes (Alqurash, 2019;Hew, Hu, Qiao, & Tang, 2020;Muzammil, Sutawijaya, & Harsasi, 2020;Pham, Limbu, Bui, Nguyen, & Pham, 2019). For these reasons, student satisfaction must be considered a vital factor for gathering valuable data, designing collaborative online learning experiences, and defining the quality of higher education programs (Elia, Solazzo, Lorenzo, & Passiante, 2019;Parahoo, Santally, Rajabalee, & Harvey, 2016).…”

Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?

“…While the bulk of satisfaction studies have been undertaken in Western contexts, those done in other cultural contexts have usually focused on overall satisfaction and not considered gender differences, thereby making the findings difficult to generalise due to cultural differences (Parahoo et al, 2015). Therefore, Mauritius was chosen to conduct this study based on the gender profile in the education system and its multi-ethnic population.…”

“…In traditional settings, this is hardly surprising. Lastly, university-wide initiatives are promising a fundamental drive towards a new paradigm in relation to how universities engage with their students (Van der Velden, 2012), requiring them to ascertain and manage determinants of student satisfaction to achieve sustainability (Parahoo et al, 2015).…”

The Most Waited Engagement in Higher Education: Teachers and Students’ Committed With E-Learning

“…E-learning success often depends on the implementation of a pedagogical model that is focused on matching the objectives and the necessities of both students and teachers (Bartolomé and Aiello, 2006;Lee, et al, 2009), rather than seeking to cultivate other institutional interests. It is therefore essential for the institution to maintain its educational quality regardless of the teaching modality (Parahoo, Santally, Rajabalee, & Harvey, 2016;Rodríguez, 2013).…”

“…Previous research (Stodnick and Rogers, 2008;Udo, et al, 2011) has suggested that the perceptions of system and teaching quality among students affect their satisfaction (Parahoo, et al, 2016) and continuance intention toward an online service (Kang and Lee, 2010). From the perspective of university teachers, their perceived performance as lecturers proves essential for their planned continuance in the teaching profession (González, Conde, Díaz, García, & Ricoy, 2018), and in their commitment toward the use of an IS (Ashrafzadeh and Sayadian, 2015).…”