Manage perceived e-learning quality in Egyptian context

Adel, Riham

doi:10.1080/14783363.2015.1103174

Cited by 20 publications

(20 citation statements)

References 34 publications

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“…(2018) found assurance, responsiveness, course website, and learning content, are positively associated with the ELQ. There is a positive association between ELQ and students’ satisfaction (Adel, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Examining the Moderating Effect of Perceived Benefits of Maintaining Social Distance on E-learning Quality During COVID-19 Pandemic

Saxena

Baber

Kumar

2020

Journal of Educational Technology Systems

110

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Technology has influenced every aspect of our living, and education is not an exception. During the current pandemic period of COVID-19, the latent motive of maintaining social distancing is leading to be one of the prime reasons for the students to get enrolled in online courses. Although the benefits of e-learning have been discussed in various previous studies, it is important to understand the quality of e-learning and the satisfaction level of learners during this forceful shift toward e-learning amid the pandemic of COVID-19. This research proposes a conceptual model for understanding the variables influencing e-learning quality (ELQ) and learner satisfaction under the moderating effect of maintaining social distancing. The model is empirically validated by means of the partial least square approach through structural equation modeling based on 435 responses of university students in India. The results suggest that assurance, reliability, responsiveness, and website content are the factors that influence the ELQ of the online courses during the pandemic. ELQ also strongly influences the learner’s satisfaction. Interestingly, perceived benefits of maintaining social distancing have a significant negative moderating effect only between empathy and ELQ, which leads to the satisfaction of the learners.

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Section: Literature Reviewmentioning

confidence: 99%

Examining the Moderating Effect of Perceived Benefits of Maintaining Social Distance on E-learning Quality During COVID-19 Pandemic

Saxena

Baber

Kumar

2020

Journal of Educational Technology Systems

110

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“…Developing countries represent different levels of economic development, technological infrastructure, and different social and cultural environments. Arab countries, such as Egypt, Saudi Arabia, Jordan, and United Arab Emirates, have a growing interest in online learning; however, it remains in its initial stages, especially in comparison with Western countries (Adel, 2017 ). The pandemic of COVID-19 has also come across several obstacles concerning online learning in many Arab countries (Lassoued et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

How higher education students in Egypt perceived online learning engagement and satisfaction during the COVID-19 pandemic

2021

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This study aims to examine the influence of academic self-efficacy, perceived usefulness of online learning systems, and teaching presence on student engagement (behavioural, emotional, and cognitive engagement) and student satisfaction with online learning. Data were collected from undergraduate students who experienced a fully online learning process during the COVID‐19 pandemic. Based on social cognitive theory, the relationships among the personal and environmental influences on student behaviour and outcomes were examined using structural equation modelling. The results indicated that academic self-efficacy had significant direct relationships with behavioural engagement and emotional engagement, while perceived usefulness significantly influenced emotional engagement and cognitive engagement. Furthermore, teaching presence significantly influenced all engagement dimensions. Student satisfaction was significantly and directly influenced by behavioural engagement and emotional engagement, but not by cognitive engagement. Finally, the mediation role of each engagement dimension is proven in this study. This study was conducted in Egypt; thus, it contributes to add an empirical evidence regarding online student engagement and satisfaction in the context of a developing country.

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“…In this learning mode, all teaching materials and subject assessments are conducted and assessed through virtual platforms. With the advancement of technology, online learning has been supplementing traditional learning and has emerged as an imperative paradigm of modern education; this mode is unrestricted by time or place, thus offering personalized and flexible learning experiences to students ( Adel, 2017 ). The online learning mode has become popular because of its time efficiency and capacity to serve a wide range of student types (e.g., full-time working and long-distance students); it also increases information retention ( Li & Lalani, 2020 ) and partially helps educational institutions to remain competitive and collaborative in a globally sustainable environment ( Adel, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Hospitality students at the online classes during COVID-19 – How personality affects experience?

Tavitiyaman

Ren

Fung

2021

Journal of Hospitality, Leisure, Sport & Tourism Education

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Manage perceived e-learning quality in Egyptian context

Cited by 20 publications

References 34 publications

Examining the Moderating Effect of Perceived Benefits of Maintaining Social Distance on E-learning Quality During COVID-19 Pandemic

Examining the Moderating Effect of Perceived Benefits of Maintaining Social Distance on E-learning Quality During COVID-19 Pandemic

How higher education students in Egypt perceived online learning engagement and satisfaction during the COVID-19 pandemic

Hospitality students at the online classes during COVID-19 – How personality affects experience?

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