The Influence Of Electronic Learning Service Quality On Student Satisfaction. Evidence From Zimbabwean Public Universities

With the emergence of the Covid-19 pandemic and rapid technological growth, electronic learning has become a ubiquitous lever on service delivery in higher education. The purpose of the study was to determine the impact of perceived e-learning service quality on student satisfaction in Zimbabwean public universities. The study adopted the causal research design embedded in the positivism research philosophy. Four e-learning public universities were selected for data collection using a stratified sampling method. Findings from 321 valid responses through multiple regression analysis revealed positive relationships between e-learning quality factors (system quality, information quality and support service quality) and student satisfaction. The study validated the DeLone and McLean (2003) model to emphasise the significance of system quality, information quality and support service quality as the key antecedents of student satisfaction. Universities were urged to ensure robustness in their e-learning systems as well as regularly assessing student perceptions of their services as a way to facilitate the design of a customer centric service.