The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic’s first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher’s active role in the process of online education, and the overall system quality, while the students’ digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students’ performance was strongly mediated by their satisfaction with elearning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.

Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries / Keržič, Damijana; Kalariparampil Alex, Jogymol; Pamela Balbontín Alvarado, Roxana; da Silva Bezerra, Denilson; Cheraghi, Maria; Dobrowolska, Beata; Francis Fagbamigbe, Adeniyi; Ezzat Faris, MoezAlIslam; França, Thais; González-Fernández, Belinka; Maria Gonzalez-Robledo, Luz; Inasius, Fany; Kumar Kar, Sujita; Lazányi, Kornélia; Lazăr, Florin; Daniel Machin-Mastromatteo, Juan; Marôco, João; Pires Marques, Bertil; Mejía-Rodríguez, Oliva; Mariela Méndez Prado, Silvia; Mishra, Alpana; Mollica, Cristina; Guadalupe Navarro Jiménez, Silvana; Obadić, Alka; Raccanello, Daniela; Mamun Ur Rashid, Md; Ravšelj, Dejan; Tomaževič, Nina; Uleanya, Chinaza; Umek, Lan; Vicentini, Giada; Yorulmaz, Özlem; Zamfir, Ana-Maria; Aristovnik, Aleksander. - In: PLOS ONE. - ISSN 1932-6203. - (2021), pp. 1-23. [10.1371/journal.pone.0258807]

Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries

Cristina Mollica;
2021

Abstract

The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic’s first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher’s active role in the process of online education, and the overall system quality, while the students’ digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students’ performance was strongly mediated by their satisfaction with elearning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1599752
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