Factors influencing students’ satisfaction with continuous use of learning management systems during the COVID-19 pandemic: An empirical study

Abstract

COVID-19 has impacted educational processes in most countries: some educational institutions have closed, while others, particularly in higher education, have converted to online learning systems, due to the advantages offered by information technologies. This study analyzes the critical factors influencing students’ satisfaction with their continuing use of online learning management systems in higher education during the COVID-19 pandemic. Through the integration of social cognitive theory, expectation confirmation theory, and DeLone and McLean’s IS success model, a survey was conducted of 181 UK students who engaged with learning management systems. It was found that, during the pandemic, service quality did not influence students’ satisfaction, although both information quality and self-efficacy had significant impacts on satisfaction. In addition, the results revealed that neither self-efficacy nor satisfaction impacted personal outcome expectations, although prior experience and social influence did. The findings have practical implications for education developers, policymakers, and practitioners seeking to develop effective strategies for and improve the use of learning management systems during the pandemic.

Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal

“…The likely cause for this is the training they received during the pandemic, and their perceived usefulness and satisfaction affirming the findings of Vanitha and Alathur ( 2021 ) that the perceived usefulness and satisfaction of learners in higher education improved the adoption of digital technologies for teaching and learning. Their plan to use digital artifacts in the future may also be influenced by personal outcome expectations, as these types of expectations significantly influence learners' continuous intention to use a digital artifact—learning management system (Alzahrani & Seth, 2021 ). This finding implies that blended learning (a new normal) will get normalised in university settings in the near future.…”

“…Using ICT in higher education has been increasingly common since the advent of the Internet, though the degree of its use differs from one context to another. A plethora of research claims that digital technology meets not only the changing need of higher education students, but it also enhances learning (Alzahrani & Seth, 2021 ; Becker, 2017 ; Du Toit & Verhoef, 2018 ; Lai, 2011 ; Laudari & Maher, 2019 ; Underwood, 2009 ; Waghid & Waghid, 2016 ). Lai ( 2011 ) and Underwood ( 2009 ), for example, assert that technology is used in all higher education institutions, though to varying degrees, to support traditional forms of teaching.…”

“…According to Lai ( 2011 ), little is known about how university teachers use digital technology in teaching and learning, and how it is embedded in pedagogy, along with its potential impact on students. Mohammadi et al ( 2021 ), in their study in Afghanistan found out that lack of policy, guidelines, and detailed policy documents was one of the key challenges for implementing digital technologies such as the learning management system (LMS) in higher education; however, Alzahrni and Seth ( 2021 ) argue that learners’ expectations of positive advantages from using technologies (personal outcome expectations) have a significant influence on their continuous intention to use LMS. The technologies that help to provide long-distance courses, such as the learning management systems, "provide an interactive learning environment and automate the administration, organization, delivery, and reporting of educational content and learner outcomes" (Turnbull et al, 2019 , p. 1).…”

Antecedents of Actual Usage of e-Learning System in High Education During COVID-19 Pandemic: Moderation Effect of Instructor Support

“…Cidral et al [20] integrated the D&M success model with the antecedents of e-learning satisfaction model of Sun et al [32] to investigate the usage of e-learning systems and its impact on the individual in Brazilian higher education. A recent study was conducted during the COVID-19 pandemic to investigate the effects of various factors on students' continuance intention to use LMSs in the UK, the study developed a conceptual framework based on the integration of the D&M success model, social cognitive theory, and expectation confirmation theory [33].…”

Remote learning during COVID-19: cognitive appraisals and perceptions of english medium of instruction (EMI) students

“…In online learning context, past research exploring the relationship between self-efficacy and satisfaction have primarily concentrated on the technical dimension of self-efficacy, such as Internet self-efficacy (Liang & Tsai, 2008;Kuo et al, 2014), computer self-efficacy (Jan, 2015;Johnson et al, 2008;Lim, 2001), and learning management system self-efficacy (Martinet al, 2010). However, in a recent study Alzahrani and Seth (2021) analyzed factors influencing students' satisfaction with their continuing use of online learning management systems in higher education during the COVID-19 pandemic. The findings revealed that self-efficacy had substantial effects on satisfaction.…”