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Effects of Online Learning Support Services on University Students’ Learning Satisfaction under the Impact of COVID-19

Author

Listed:
  • Xia Zhao

    (College of Literature and Art Media, Tongling University, Tongling 244000, China)

  • Mingming Shao

    (School of Education Science, Nanjing Normal University, Nanjing 210097, China)

  • Yu-Sheng Su

    (Department of Computer Science and Engineering, National Taiwan Ocean University, Keelung City 202, Taiwan)

Abstract

As a result of the COVID-19 pandemic, many university students have transitioned from face-to-face education in the classroom to online learning. Online learning support services (OLSS) have helped university students adapt to this new form of learning. However, the quality of OLSS may influence learning experiences and satisfaction with online learning. High-quality OLSS could improve the effectiveness of online learning and improve satisfaction rates, thus better meeting students’ education requirements. Therefore, it is of great value for us to explore the effects of OLSS on university students’ learning satisfaction. This study proposed three hypotheses to evaluate the effects of three dimensions of OLSS (cognitive support, emotional support, and management support) on the learning satisfaction of university students. Data were collected through a survey and were then analyzed using confirmatory factor analysis (CFA) and structural equation modeling (SEM). We found that cognitive, emotional, and management support services each had positive correlations with the learning satisfaction of university students. Overall, our results suggest that learning support services should focus on the cognitive, emotional, and management aspects of online learning, thereby meeting personalized learning needs, improving service quality, and promoting online learning.

Suggested Citation

  • Xia Zhao & Mingming Shao & Yu-Sheng Su, 2022. "Effects of Online Learning Support Services on University Students’ Learning Satisfaction under the Impact of COVID-19," Sustainability, MDPI, vol. 14(17), pages 1-17, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:17:p:10699-:d:899741
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    References listed on IDEAS

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    1. Yue Liu & Li Zhao & Yu-Sheng Su, 2022. "The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age," IJERPH, MDPI, vol. 19(10), pages 1-22, May.
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    Cited by:

    1. Pawinee Iamtrakul & Sararad Chayphong & Adrian Yat Wai Lo, 2022. "Exploring the Contribution of Social and Economic Status Factors (SES) to the Development of Learning Cities (LC)," Sustainability, MDPI, vol. 14(19), pages 1-20, October.
    2. Kleopatra Nikolopoulou, 2022. "Students’ Mobile Phone Practices for Academic Purposes: Strengthening Post-Pandemic University Digitalization," Sustainability, MDPI, vol. 14(22), pages 1-13, November.
    3. Olusiji Adebola Lasekan & Vengalarao Pachava & Margot Teresa Godoy Pena & Siva Krishna Golla & Mariya Samreen Raje, 2024. "Investigating Factors Influencing Students’ Engagement in Sustainable Online Education," Sustainability, MDPI, vol. 16(2), pages 1-15, January.

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