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Understanding the COVID-19 Pandemic’s Impact on E-Learner Satisfaction at the Tertiary Level

Author

Listed:
  • Mohammed Rafiqul Islam

    (Department of Management, Jatiya Kabi Kazi Nazrul Islam University, Trishal, Mymensingh 2220, Bangladesh)

  • Rimon Sarker

    (Department of Human Resource Management, Jatiya Kabi Kazi Nazrul Islam University, Trishal, Mymensingh 2220, Bangladesh)

  • Rebaka Sultana

    (Department of Business Administration (Management), Bangladesh Army International University of Science and Technology (BAIUST), Cumilla Cantonment, Cumilla 3100, Bangladesh)

  • Md. Faisal-E-Alam

    (Department of Management Studies, Begum Rokeya University, Rangpur 5404, Bangladesh)

  • Rui Alexandre Castanho

    (Faculty of Applied Sciences, WSB University, 41-300 Dabrowa Górnicza, Poland
    College of Business and Economics, University of Johannesburg, P.O. Box 524, Auckland Park, Johannesburg 2006, South Africa)

  • Daniel Meyer

    (College of Business and Economics, University of Johannesburg, P.O. Box 524, Auckland Park, Johannesburg 2006, South Africa)

Abstract

E-learning has recently gained considerable interest among stakeholders, including educators, students, and policymakers. During the pandemic, organized online learning is critical to an effective e-learning system because it helps both teaching and learning. Thus, the current study intends to explore the factors contributing to e-learners’ satisfaction during the COVID-19 pandemic. A questionnaire survey was conducted to gather data from 650 university students selected through convenience sampling. The data were analyzed using the Statistical Package for the Social Sciences (SPSS). The factors essential to boosting e-learner satisfaction were identified using confirmatory factor analysis (CFA). Frequency distribution and percentages were used to identify the demographic characteristics of respondents, and a reliability test was conducted to test the internal consistency of the data. This study employed structural equation modeling (SEM) to trace the relationship between the six independent variables and e-learner satisfaction. Regression results revealed that psychological factors, educational materials and design, access to technological devices, instructor attributes, and perceptions and expectations significantly influence e-learner satisfaction. However, students’ engagement had no significant influence on the same. Because, most respondents had a clear preference for physical learning. The findings of this study will help educationists and policymakers take necessary steps in enhancing learners’ satisfaction and improving their academic performance.

Suggested Citation

  • Mohammed Rafiqul Islam & Rimon Sarker & Rebaka Sultana & Md. Faisal-E-Alam & Rui Alexandre Castanho & Daniel Meyer, 2023. "Understanding the COVID-19 Pandemic’s Impact on E-Learner Satisfaction at the Tertiary Level," Sustainability, MDPI, vol. 15(8), pages 1-14, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:8:p:6694-:d:1124180
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    References listed on IDEAS

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    4. Eveline Siregar, 2022. "Antecedents of E-Learning Readiness and Student Satisfaction in Institutions of Higher Education during the COVID-19 Pandemic," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 9(3), pages 155-165.
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    1. Dabija, Dan-Cristian & Brătianu, Constantin & Dominici, Gandolfo & Vătămănescu, Elena-Mădălina, 2024. "Unveiling e-learning and knowledge sharing during the pandemic: From expert skills perception to student satisfaction," Technology in Society, Elsevier, vol. 77(C).

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