Factors related to students' satisfaction with holding e-learning during the Covid-19 pandemic based on the dimensions of e-learning

Dr.yekefallah, leili; Namdar, Peyman; Panahi, Rahman; Dehghankar, Leila

doi:10.1016/j.heliyon.2021.e07628

Cited by 88 publications

(72 citation statements)

References 25 publications

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“…The present study showed that satisfaction with e-learning increased with age. This finding was supported by some research [55], but contradicted by others [56] that found no significant relationship between student age and e-learning satisfaction. There may be various reasons for our findings, and the disparity between our findings and those of earlier research could be related to changes in the sample size, target demographics, or study scheduling [56].…”

Section: Discussionmentioning

confidence: 53%

E-Learning Satisfaction, Stress, Quality of Life, and Coping: A Cross-Sectional Study in Italian University Students a Year after the COVID-19 Pandemic Began

Cofini

Perilli

Moretti

et al. 2022

IJERPH

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(1) Background: The objective was to investigate e-learning satisfaction in a sample of university students by evaluating quality of life, stress sociality, and coping. (2) Methods: This was an online survey involved 471 students attending the University of L′Aquila from June to July 2021. The primary goal was estimating the e-learning satisfaction as measured by the E-learning Satisfaction Scale, while the secondary outcomes were studying its relationship with demographic factors, the perception of quality of life, sociality, stress, and coping strategies using a hierarchical regression model. (3) Results: A total of 136 participants were males (29%); the mean age was 25 years. The results revealed that the satisfaction score was 30.6, and the mean stress level was 19.4. Students suffered psychologically and physically for 14 days a month. The sociality score was 36. With respect to coping strategies, students reported higher scores for “Acceptance” (6.0), “Active coping” (6.2), and “Planning” (6.4). E-learning satisfaction was significantly related to age and course attendance. It was positively associated with the social presence score and coping strategies such as self-blame and religion, while it was inversely related to stress and unhealthy days. (4) Conclusions: The students revealed a positive propensity to use e-learning despite the end of quarantine. Sociality, stress, quality of life, and coping seemed to play an important role in student′s e-learning satisfaction.

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Section: Discussionmentioning

confidence: 53%

E-Learning Satisfaction, Stress, Quality of Life, and Coping: A Cross-Sectional Study in Italian University Students a Year after the COVID-19 Pandemic Began

Cofini

Perilli

Moretti

et al. 2022

IJERPH

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“…The outer side of the user has not been observed in the success of e-learning. According to (Yekefallah et al, 2021); (Hassanzadeh et al, 2012); (Ouajdouni et al, 2021), the successful adoption of e-learning can be caused by the quality of the system, characteristics of the instructor, e-learning environment, service quality, and instructional design made by the Faculty. So for future research, it is better to explore the external influence of individuals that affect the success of e-learning.…”

Section: Discussionmentioning

confidence: 99%

E-Learning System Success Adoption in Indonesia Higher Education

Sugandini¹,

Garaika²,

Istanto³

2022

Acad. J. Interdiscip. Stud.

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This study aims to analyze the success of the e-learning system, which is influenced by learner computer anxiety, social influence, perceived usefulness, and usage satisfaction. This study uses a survey, with the respondents being students at universities in the Special Region of Yogyakarta, Indonesia. The number of respondents is 250 people. The sampling technique is purposive sampling, and the data analysis method uses a structural model, namely PLS-SEM. The results showed that the e-learning adoption success model was accepted. However, this study's results showed that the effect of perceived usefulness and learner computer anxiety on adoption is not significant. This research has a novelty related to adopting innovations, namely e-learning in forced conditions, and there is no choice but online learning, which must be done during the Covid-19 pandemic. This research contributes to the support of the technology adoption theory by users in situations of involuntary adoption. Received: 14 October 2021 / Accepted: 30 November 2021 / Published: 3 January 2022

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“…Around the education system, these measures have led to reconsider the place given to e-Learning, compared to traditional learning ( Maqableh and Alia, 2021 ). Teachers and tutors are now forced to rethink their teaching methods as well as the learning tools used and to appeal to online learning to resolve the problem linked to the conjunction of physical distancing and educational continuity during the period of sanitary confinement ( Yekefallah et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Impact of the Covid-19 pandemic on perceptions and behaviors of university students in Tunisia

Erragcha

Babay

Bchir

et al. 2022

E-Learning and Digital Media

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This research investigates student’s perceptions around their online learning experience during the sanitary confinement period. It tests the impact of social presence on the performance of learners through an integrator model that includes direct, mediating and moderating relationships. This research uses the method of structural equations (AMOS 21) and the macro Spss for the test of mediating and moderating effects. The model is tested on a sample of 234 students interviewed through a self-administered questionnaire. The results of this study showed that social presence influences positively collaborative learning, learner satisfaction and engagement. Satisfaction and engagement play a mediating role between collaborative learning and academic performance. Finally, the results proved the moderating role of selfefficacy on the relationship between satisfaction-performance and engagement-performance has been invalidated. From where, it is recommended that teachers design their learning modules based on collaborative activities and using interactive social media tools to enhance the e-learning experience.

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Factors related to students' satisfaction with holding e-learning during the Covid-19 pandemic based on the dimensions of e-learning

Cited by 88 publications

References 25 publications

E-Learning Satisfaction, Stress, Quality of Life, and Coping: A Cross-Sectional Study in Italian University Students a Year after the COVID-19 Pandemic Began

E-Learning Satisfaction, Stress, Quality of Life, and Coping: A Cross-Sectional Study in Italian University Students a Year after the COVID-19 Pandemic Began

E-Learning System Success Adoption in Indonesia Higher Education

Impact of the Covid-19 pandemic on perceptions and behaviors of university students in Tunisia

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