Exploring the Linkage Amid Dimensions of Virtual Learning Service Quality, Virtual learning Learner Satisfaction, and Loyalty

Abstract

The core intention of this study is to examine the impact of virtual learning service quality attributes on the virtual learning learner's satisfaction and loyalty in India. The current study was conducted in universities of India's best cities for higher education according to the IIRF ranking 2022. Data were specifically collected from the universities who have implemented virtual courses. Three constructs with 35 statements are identified using the exploratory factor analysis. Virtual learning system quality, virtual learning instructor and content quality, and virtual learning management service quality were the three extracted factors. The findings of study revealed that the most significant factor is virtual learning system quality, followed by virtual learning instructor and content quality and virtual learning management quality among the numerous attributes of virtual learning service quality.

The relationship between perceived learning, academic performance and academic engagement in virtual education for university students

“…In the case of the present study, the academic performance of college students can be predicted by circumstances such as their virtual education experiences (Aggarwal, Jain, & Jain, 2023;Joia & Lorenzo, 2021;Kusmaryono, Jupriyanto, & Kusumaningsih, 2021). Thus, several studies use grades as a manifestation of academic performance as a dependent variable on the effect of other variables related to virtual education such as motivation towards elearning (Torun, 2020), satisfaction with e-learning (Younas, Noor, Zhou, Menhas, & Qingyu, 2022), e-learning readiness (Yavuzalp & Bahcivan, 2021) or e-learning strategy (Jawad & Shalash, 2020).…”