Finnish university students' satisfaction with e-learning outcomes during the COVID-19 pandemic

Abstract

PurposeStudents' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting students' satisfaction with e-learning outcomes helps decision-makers at the higher education to take the necessary actions to enhance the quality of students' performance, especially during the exceptional times, such as the COVID-19 pandemic.Design/methodology/approachThis paper aims to determine and analyse the antecedent factors influencing students' satisfaction with e-learning outcomes during the pandemic. Structural equation modelling (SEM) is used to analysis a proposed research model.FindingsThe SEM results show that digital communities in e-learning, information technology (quality and accessibility) and the online course design quality directly influence students' satisfaction with e-learning outcomes. More interestingly, results show that the COVID-19-related factors (1) awareness of the COVID-19, (2) perceived challenges (negatively) and (3) the educational institutions' preparedness also influence e-learning outcomes.Research limitations/implicationsThe results suggest that the decision-makers at the educational institutions should consider adopting a blended learning system approach to deliver e-learning during the emergency, such as the COVID-19 outbreak situation.Originality/valueThis is one of the first studies in higher education context, which seek to identify the antecedent factors that influence students' satisfaction with e-learning outcomes during the COVID-19 pandemic.

Collaborative technology in a hybrid learning context: exploring feeling at ease and perceived learning among college students

“…Similar to our US-based study, research in other countries such as Spain (Alducin-Ochoa and V azquez-Mart ınez, 2016), Finland (Nikou and Maslov, 2023) and Kazakhstan (Namyssova et al, 2019) also highlight the benefits and challenges of incorporating technologies to facilitate hybrid learning. Amidst evolving innovation to support asynchronous communication educators, such as text-based discussion forums (Skylar, 2009), cloud-based communication platforms (Brunvand and Byrd, 2011), games (Su, 2017) and avatars (Chae et al, 2016), educators and administrators are tasked with the challenge of finding the most effective technology to support student learning while considering student access and ease of integration into current learning management systems (Liu et al, 2020).…”

“…The versatility of virtual technology has become more apparent, as evidenced by its rapid adoption across the globe to facilitate all levels of learning during the COVID-19 pandemic (Nikou and Maslov, 2023;Sangster et al, 2020). The unprecedented transition to online instruction has familiarized many educators, administrators and students with the appeals and challenges of virtual education (Dassanayaka et al, 2022;Kirupainayagam and Sutha, 2022).…”

Exploring student psychological contract in the hybrid mode of business education: a mixed-method study

“…A large number of studies have tried to examine the impact of this pandemic crisis on education across levels (Munastiwi et al ., 2023; Nikou and Maslov, 2023). Studies conducted in different countries have tried to analyse the challenges faced and mitigation strategies implemented by institutions in this sudden shift to the virtual mode (de Silva and Wickramasinghe, 2022; Shahrill et al ., 2021).…”

Collaborative learning in online breakout rooms: the effects of learner attributes on purposeful interpersonal interaction and perceived learning

“…Lecturers need to structure and deliver lessons to achieve purposeful interpersonal interaction among students (Nikou and Maslov, 2022). During the switch to 100% online teaching, many lecturers were advised by managers, peers, and professional development trainers to use breakout rooms as a means to achieving purposeful interpersonal interaction among students (McGrath and Wolstencroft, 2021).…”