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

被引:65
|
作者
Kerzic, Damijana [1 ,2 ]
Alex, Jogymol Kalariparampil [3 ]
Pamela Balbontin Alvarado, Roxana [4 ]
Bezerra, Denilson da Silva [5 ]
Cheraghi, Maria [6 ]
Dobrowolska, Beata [7 ]
Fagbamigbe, Adeniyi Francis [8 ]
Faris, MoezAlIslam Ezzat [9 ]
Franca, Thais [10 ]
Gonzalez-Fernandez, Belinka [11 ]
Gonzalez-Robledo, Luz Maria [12 ]
Inasius, Fany [13 ]
Kar, Sujita Kumar [14 ]
Lazanyi, Kornelia [15 ]
Lazar, Florin [16 ]
Machin-Mastromatteo, Juan Daniel [17 ]
Maroco, Joao [18 ]
Marques, Bertil Pires [19 ]
Mejia-Rodriguez, Oliva [20 ]
Mendez Prado, Silvia Mariela [21 ]
Mishra, Alpana [22 ]
Mollica, Cristina [23 ]
Navarro Jimenez, Silvana Guadalupe [24 ]
Obadic, Alka [25 ]
Raccanello, Daniela [26 ]
Rashid, Md Mamun Ur [27 ]
Ravselj, Dejan [1 ]
Tomazevic, Nina [1 ]
Uleanya, Chinaza [28 ]
Umek, Lan [1 ]
Vicentini, Giada [26 ]
Yorulmaz, OEzlem [29 ]
Zamfir, Ana-Maria [30 ]
Aristovnik, Aleksander [1 ]
机构
[1] Univ Ljubljana, Fac Publ Adm, Ljubljana, Slovenia
[2] Univ Ljubljana, Fac Social Sci, Ljubljana, Slovenia
[3] Walter Sisulu Univ, Fac Educ Sci, Mthatha, South Africa
[4] Univ Bio Bio, Fac Educ & Humanities, Concepcion, Chile
[5] Univ Fed Maranhao, Dept Oceanog & Limnol, Sao Luis, Maranhao, Brazil
[6] Ahvaz Jundishapur Univ Med Sci, Sch Hlth, Dept Publ Hlth, Social Determinant Hlth Res Ctr, Ahvaz, Iran
[7] Med Univ Lublin, Fac Hlth Sci, Lublin, Poland
[8] Univ Ibadan, Fac Publ Hlth, Dept Epidemiol & Med Stat, Coll Med, Ibadan, Nigeria
[9] Univ Sharjah, Dept Clin Nutr & Dietet, Coll Hlth Sci, Sharjah, U Arab Emirates
[10] Ctr Res & Studies Sociol, Cies Iscte, Portugal
[11] Univ Iberoamericana Puebla Red Citeg, Dept Sci & Engn, Mexico City, DF, Mexico
[12] Univ Autonoma Estado Morelos, Fac Med, Morelos, Mexico
[13] Bina Nusantara Univ, Fac Econ & Commun, West Jakarta, Indonesia
[14] King Georges Med Univ, Dept Psychiat, Lucknow, Uttar Pradesh, India
[15] Obuda Univ, John Neumann Fac Informat, Budapest, Hungary
[16] Univ Bucharest, Fac Sociol & Social Work, Bucharest, Romania
[17] Univ Autonoma Chihuahua, Fac Philosophy & Letters, Chihuahua, Mexico
[18] ISPA Inst Univ Lisbon, William James Ctr Res, Lisbon, Portugal
[19] Polytech Inst Porto, Higher Inst Engn Porto, Porto, Portugal
[20] Inst Mexicano Seguro Social, Ctr Invest Biomed Michoacan, Div Invest Clin, Mexico City, DF, Mexico
[21] ESPOL Polytech Univ, Fac Social Sci & Humanities, Guayaquil, Ecuador
[22] KIIT Univ, Fac Community Med, KIMS, Bhubaneswar, India
[23] Sapienza Univ Rome, Dept Stat Sci, Rome, Italy
[24] Univ Guadalajara, DTI CUCEA & Inst Astron Meteorol CUCEI, Guadalajara, Mexico
[25] Univ Zagreb, Fac Econ & Business, Zagreb, Croatia
[26] Univ Verona, Dept Human Sci, Verona, Italy
[27] Patuakhali Sci & Technol Univ, Dept Agr Extens & Rural Dev, Barisal, Bangladesh
[28] Univ South Africa UNISA, Business Management, Pretoria, South Africa
[29] Istanbul Univ, Fac Econ, Dept Econometr, Istanbul, Turkey
[30] Natl Sci Res Inst Labour & Social Protect, Bucharest, Romania
来源
PLOS ONE | 2021年 / 16卷 / 10期
关键词
STRUCTURAL EQUATION MODEL; SYSTEMS SUCCESS; ONLINE EDUCATION; SELF-EFFICACY; TECHNOLOGY; DETERMINANTS; PREDICTORS; UNIVERSITY; BEHAVIORS; DELONE;
D O I
10.1371/journal.pone.0258807
中图分类号
O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];
学科分类号
07 ; 0710 ; 09 ;
摘要
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 e-learning. 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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页数:23
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