Critical Factors Which Impact on Students’ Satisfaction: A Study of e-learning Institutes of Pakistan
Main Article Content
Abstract
E-learning is the rising phenomenon of delivering education to far off areas through the use of internet technology. This study was carried out on e-learning institutes of Pakistan to find out the influence of critical factors has on students’ satisfaction. This research conducted by utilizing thirteen predictor variables under six dimensions (students’, teachers,’ technology, design, environmental and course) and their effect on criterion variable (Perceived e-learner satisfaction) — the data collected through a self-administered questionnaire. An aggregate of 250 questionnaires distributed among the students of e-learning institutes of Pakistan. The internal reliability of collected data checked through Cronbach alpha, and multiple regression analysis was utilized to test the hypotheses. The findings confirm that critical factors do influence on learners’ satisfaction in e-learning institutes of Pakistan as the outcomes of the research demonstrate that eleven out of thirteen predictor variables had a significant impact on the criterion variable perceived e-learner satisfaction. The discoveries of current research would help the e-learning institutes of Pakistan in improving the standard of education and in launching new associated programs because, at the moment, they are offering minimal degree programs in the e-learning environment.
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How to Cite
Aftab, J., Sarwar, H., Khan, A. H., & Kiran, A. (2019). Critical Factors Which Impact on Students’ Satisfaction: A Study of e-learning Institutes of Pakistan. Asian Journal of Distance Education, 14(2), 32-46. Retrieved from https://asianjde.com/ojs/index.php/AsianJDE/article/view/422
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The work published in AjDE is licensed under a Creative Commons Attribution ShareAlike 4.0 International Licence (CC-BY).
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Tung, F.C., & Chang, S.C. (2008). An empirical investigation of students' behavioral intentions to use online learning course websites. British Journal of Educational Technology, 39(1), 71-83.
Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management, 41(1), 75-86.
Webster, J., &Hackley, P. (1997). Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40(6), 1282–1309.
Wickersham, L. E., & McGee, P. (2008). Perceptions of satisfaction and deeper learning in an online course. Quarterly Review of Distance Education, 9(1), 73-83.
Wu, J. H., Hsia, T. L. & Tennyson, R. D. (2010). A study of student satisfaction in a blended eLearning system environment. Computers & Education, 55, 55-164.
Wu, J. P., Tsai, R. J., Chen, C. C., & Wu, Y. C. (2006). An integrative model to predict the continuance use of electronic learning systems: hints for teaching. International Journal on E-Learning, 5(2), 287–302.
Yang, F., & Wang, S. (2014). Students' perception toward personal information and privacy disclosure in e-learning. TOJET: The Turkish Online Journal of Educational Technology, 13(1), 207–216.
Yang, Y., and Lin, N.C. (2010). Internet perceptions, online participation, and language learning in Moodle forums: A case study on nursing students in Taiwan. Procedia Social and Behavioral Sciences, 27, 66-78.
Yukselturk, E., & Yildirim, Z. (2008). Investigation of interaction, online support, course structure, and flexibility as the contributing factors to students’ satisfaction in an online certificate program. Educational Technology & Society, 11(4), 51-65.
Akhter, N., Saleem, K., &Kausar, F-Awan. (2015). An exploratory study of the problems faced by the district teacher educators (dates) regarding their professional experiences in primary schools of Punjab. Pakistan Journal of Education, 32(1), 1-20.
Al-Busaidi, K.A. (2012). Learners’ perspective on critical factors to LMS success in blended learning: An empirical investigation. Communications of the Association for Information Systems, 30(2), 42-56.
Allen, I. E., & Seaman, J. (2010). Class Differences: Online Education in the United States, 2010. Sloan Consortium (NJ1).
Arbaugh, J. B. (2002). Managing the on-line classroom: a study of technological and behavioral characteristics of web-based MBA courses. Journal of High Technology Management Research, 13, 203–223.
Arbaugh, J. B., &Duray, R. (2002). Technological and structural characteristics, student learning, and satisfaction with web-based courses an exploratory study of two on-line MBA programs. Management Learning, 33(3), 331-347.
Bolliger, D. U., &Halupa, C. (2012). Student perceptions of satisfaction and anxiety in an online doctoral program. Distance Education, 33(1), 81-98.
Cheng, Y.Y. (2012). Effects of quality antecedents on e-learning acceptance, Internet Research, 22(3), 361–390.
Chiu, C. M., Hsu, M. H., Sun, S. Y., Lin, T. C., & Sun, P. C. (2005). Usability, quality, value, and e-learning continuance decisions. Computers & Education, 45(4), 399-416.
Dennen, V. P., Darabi, A. A., & Smith, L. J. (2007). Instructor–learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28, 65–79.
Ho, L.A., and Kuo, T.H. (2010). How can one amplify the effect of e-learning? An examination of high-tech employees'‟ computer attitude and flow experience. Computers in Human Behavior,” 26.
Iqbal, M. J., & Ahmad, M. (2010). Enhancing the quality of education through e-learning: the case study of Allama Iqbal Open University. Turkish Online Journal of Distance Education, 11(1). 26-35.
Katz, Y. J. (2002). Attitudes are affecting college students’ preferences for distance learning. Journal of Computer Assisted Learning, 18, 2–9.
Khan, B. (2005). Learning features in an open, flexible, and distributed environment. AACE Journal, 13(2), 137-153.
Liang, J. C., & Tsai, C. C. (2008). Internet self-efficacy and preferences towards constructivist internet-based learning environments: A study of pre-school teachers in Taiwan. Educational Technology & Society, 11(1), 226-237.
Liaw, S. S., Huang, H. M., & Chen, G. D. (2007). Surveying instructor and learner attitude towards e-learning. Computers Education, 49(4), 1066–1080.
Lim, H., Lee, S. G., & Nam, K. (2007). Validating E-learning factors affecting training effectiveness. International Journal of Information Management, 27(1), 22-35.
McGorry, S. Y. (2003). Measuring quality in online programs. The Internet & Higher Education, 6, 159–177.
Noel-Levitz (2011). National online learners’ priorities report. Retrieved from http://www.noellevitz.com/upload/Papers_and_Research/2011/PSOL_report.
Ong, C. S., & Lai, J. Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816-829.
Ozkan, S., &Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation. Computers & Education, 53(4), 1285-1296.
Papp, R. (2000). Critical success factors for distance learning. AMCIS 2000 Proceedings, 104-127.
Perry, E. H., &Pilati, M. L. (2011). Online learning. New Directions for Teaching and Learning, 2011(128), 95-104.
Piccoli, G., Ahmad, R., &Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS quarterly, 401-426.
Press. Andresen, M. A. (2009). Asynchronous discussion forums: success factors, outcomes, assessments, and limitations. Educational Technology and Society, 12(1), 249-257.
Rezaei, M., Mohammadi, H. Asadi, A., &Kalantary, K. (2008). Predicting e-learning application in agricultural higher education using the Technology Acceptance Model. Turkish Online Journal of Distance Education, 98(1), 85-95.
Sahin, I., & Shelley, M. (2008). Considering students' perceptions: The distance education student satisfaction model. Educational Technology & Society, 11(3), 216-223.
Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 49(2), 396-413.
Sharma, R., & Mishra, S. (2007). Cases on Global E-Learning Practices: Successes and Pitfalls (pp. 1-372). Hershey, PA: IGI Global. doi:10.4018/978-1-59904-340-1
Sharma, R. C. (2018). Innovative Applications of Online Pedagogy and Course Design (pp. 1-451). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5466-0
Shee, D. Y., & Wang, Y. (2008). Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications. Computers & Education, 50, 894–905.
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44, 343–355.
Sun, P. C., Chen, Y. Y., Finger, G., Tsai, R. J., &Yeh, D. (2008). What drives successful eLearning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50, 1183-1202.
Thurmond, V. A., Wambach, K., & Connors, H. R. (2002). Evaluation of student satisfaction: Determining the impact of a web-based environment by controlling for student characteristics. The American Journal of Distance Education, 16(3), 169–189.
Tung, F.C., & Chang, S.C. (2008). An empirical investigation of students' behavioral intentions to use online learning course websites. British Journal of Educational Technology, 39(1), 71-83.
Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management, 41(1), 75-86.
Webster, J., &Hackley, P. (1997). Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40(6), 1282–1309.
Wickersham, L. E., & McGee, P. (2008). Perceptions of satisfaction and deeper learning in an online course. Quarterly Review of Distance Education, 9(1), 73-83.
Wu, J. H., Hsia, T. L. & Tennyson, R. D. (2010). A study of student satisfaction in a blended eLearning system environment. Computers & Education, 55, 55-164.
Wu, J. P., Tsai, R. J., Chen, C. C., & Wu, Y. C. (2006). An integrative model to predict the continuance use of electronic learning systems: hints for teaching. International Journal on E-Learning, 5(2), 287–302.
Yang, F., & Wang, S. (2014). Students' perception toward personal information and privacy disclosure in e-learning. TOJET: The Turkish Online Journal of Educational Technology, 13(1), 207–216.
Yang, Y., and Lin, N.C. (2010). Internet perceptions, online participation, and language learning in Moodle forums: A case study on nursing students in Taiwan. Procedia Social and Behavioral Sciences, 27, 66-78.
Yukselturk, E., & Yildirim, Z. (2008). Investigation of interaction, online support, course structure, and flexibility as the contributing factors to students’ satisfaction in an online certificate program. Educational Technology & Society, 11(4), 51-65.