Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model

She, Long; Ma, Lan; Jan, Anbareen; Nia, Hamid Sharif; Rahmatpour, Pardis

doi:10.3389/fpsyg.2021.743936

Cited by 123 publications

(135 citation statements)

References 112 publications

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“…What’s more, some other learner-related factors have been found in affecting OLS, such as student engagement ( Gao et al, 2020 ; Han et al, 2021 ; She et al, 2021 ; Sinval et al, 2021 ), learner-learner interaction ( Skinner et al, 2008 ; Kurucay and Inan, 2017 ), learner-instructor interaction (which is to be discussed in the following section), learner’s interaction with content ( Knowles et al, 2020 ; Kim and Kim, 2021 ). What is noteworthy is the large scale study conducted by Li et al (2016b) .…”

Section: Resultsmentioning

confidence: 99%

“…It was revealed that learner-instructor interaction and learner-content interaction were significantly predictive of student OLS but learner-learner interaction was not. And She et al (2021) took a cross-sectional, questionnaire-based investigation of 1,504 Chinese university students and found a significant positive relationship between learner-instructor interaction and OLS. It was also revealed that learners’ self-efficacy and engagement serial mediated the relationship between learner-instructor interaction and OLS.…”

Section: Resultsmentioning

confidence: 99%

“…Research on OLS involves almost all aspects of online learning environment, but the previous studies were mostly focused on one or several factors that affect OLS ( Baber, 2020 ), and ignored several factors like culture and context ( Rubin and Fernandes, 2013 ). And since OLS is the result of the interaction of multiple factors, future research should be to explore the interrelationship of various factors, including culture and context, and the mechanism behind their interrelationship ( She et al, 2021 ). Besides, previous research only focused on one type of online learning context, such as computers ( Bhargava et al, 2021 ) and mobile phones ( Xiao, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

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Factors Influencing Online Learning Satisfaction

2022

Front. Psychol.

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Online learning has received extensive attention in the field of education in the recent decade, especially after COVID-19 swept the globe in 2020. Online learning satisfaction (OLS) has become the focal point of the research, since it is of vital significance to enhance online learning efficiency. This paper reviews the research on OLS from the dimensions of online learners, online instructors, online platforms and online instructional design to have a clear picture of factors affecting OLS. Based on the review of previous studies, this mini review presents the prospect of future research on OLS and believes that breakthroughs on OLS research can be achieved by innovating research methods, expanding research subjects, and enriching research topics. OLS is a complicated dynamic system influenced by a diversity of factors, and it is worth more in-depth research by scholars and educators in future.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Factors Influencing Online Learning Satisfaction

2022

Front. Psychol.

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“…The learning satisfaction is analyzed by Zeng and Wang (2021) for the synchronous and asynchronous elements of online course design. She et al (2021) investigated the relationship between interaction and online learning satisfaction. A similar study by Gopal et al (2021) identifies course design as one of the factors, which may affect learners' satisfaction.…”

Section: Learning Satisfactionmentioning

confidence: 99%

Effectiveness and satisfaction of technology‐mediated learning during global crisis: understanding the role of pre-developed videos

Sharma

Vaidya

Deepika

2022

OTH

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Purpose In today’s dynamic situation, innumerable challenges are posited in the education sector because of the COVID-19 pandemic. Higher educational institutes (HEIs) are compelled to adopt digital technologies and technology-mediated learning in the teaching-learning processes. The purpose of this paper is to understand the factors affecting learning effectiveness, learning satisfaction and the mediating role of prerecorded videos from the learners’ perspective. Design/methodology/approach A self-designed structured questionnaire based on previous similar studies is adopted as a survey instrument. It consists of 22 questions to address the five constructs of the proposed hypothesized conceptual model, developed for the study. Data of 311 students from HEIs of Maharashtra state in India were collected. Confirmatory factor analysis is carried out to test the model fitness, reliability and validity, and structural equation modeling is applied to conduct path analysis and hypotheses testing of the model. Findings Hypotheses testing reveals that perceived usefulness (PU) significantly affects the perceived learning effectiveness, which again affects the learning satisfaction of the students. In addition, perceived ease of use affects the PU as suggested in the technology acceptance model. The prerecorded videos have a moderating role to play in the computer self-efficacy and the perceived learning effectiveness of the students. This research will provide meaningful acumen to enhance the overall learning process among students in urban as well as rural India. Originality/value This study explores the technology-mediated learning during the unexpected and dynamic situations of the COVID-19 pandemic in the context of higher education in India. For sustainable use of technology-assisted learning, educators must understand the key factors that influence students’ learning effectiveness and satisfaction. The research outcomes will lead toward developing the human capacities, as the prerecorded videos at the HEIs of India will provide new approaches for effectively adopting digital technologies and technology-mediated learning.

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“…Self-efficacy can be defined as the confidence in one's ability to perform certain learning tasks in the long term of the e-learning process or to complete tasks in the right time frame (Li et al, 2012 ; Haq et al, 2022 ; Muliati et al, 2022 ). It has been more concerned with e-learning and continuance intention (Chang et al, 2020 ; She et al, 2021a , b , 2022 ; Calaguas and Consunji, 2022 ; Sulaymani et al, 2022 ).…”

Section: Theoretical Development and Hypothesesmentioning

confidence: 99%

Chinese Consumers' E-Learning Satisfaction and Continuance Purchase Intention on Paid Online Python Course

et al. 2022

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With the development of internet technology, e-learning has become an essential part of the modern education system. However, the e-learning market faces enormous competition. Consumers' continuance purchase intention has become a vital factor in the success of e-learning courses. Thus, factors that influence consumers' continuance purchase intention should be examined in the e-learning market. However, little research has focused on identifying the continuance purchase intention of an e-learning course. Based on the information system continuity model ISC), this paper develops a research model to investigate the factors influencing satisfaction and continuance purchase intention in e-learning. A cross-sectional, questionnaire-based research design was used in this study. We collected data from consumers who had enrolled in paid online Python courses. In total, 508 paid online Python course users completed the online survey. SmartPLS software was used for data analysis. The results demonstrated that perceived course quality, service quality, convenience, and usefulness significantly affect consumers' satisfaction with the experience course. Moreover, the findings show that satisfaction, self-efficacy, and e-word of mouth (e-WOM) determine the consumers' continuance purchase intention of the reminder course. This study also found that satisfaction mediates the effects of experience courses on consumers' continuance purchase intention of the online Python course. The implications for theory and practice and future research directions are discussed.

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Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model

Cited by 123 publications

References 112 publications

Factors Influencing Online Learning Satisfaction

Factors Influencing Online Learning Satisfaction

Effectiveness and satisfaction of technology‐mediated learning during global crisis: understanding the role of pre-developed videos

Chinese Consumers' E-Learning Satisfaction and Continuance Purchase Intention on Paid Online Python Course

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