Abstract:With the rapid uptake of the Internet and e-learning systems worldwide, online research databases have become necessary, even indispensable, tools for research and learning. The International Islamic University Malaysia (IIUM) recognizes the huge potential of databases in improving educational outcomes, and in promoting research among its students and academic staff. In line with its aim to become a research university and centre for educational excellence, the IIUM introduced its online database system in 200… Show more
“…Researchers have also confirmed the validity of this kind of relationship in testing information systems [39], mobile learning [58], electronic textbooks [48], digital libraries [59], cloud services [51], information technology [53] and mobile banking [56]. In addition, several studies have claimed that learners’ satisfaction is defined by their perceived ease of use [32,38,55] and usefulness [32,38,56]. However, there is no evidence that the usefulness of online research databases can mediate the association between perceived ease of use and satisfaction.…”
Section: Research Hypothesesmentioning
confidence: 94%
“…Thus, digital information literacy and the skills and competencies of library users have great implications for the use of digital resources [31]. Many previous studies [14,32] have also illustrated the significant role of and relationship between computer self-efficacy and user satisfaction in using online research databases.…”
In today’s technology-enriched environment, online research databases have become an indispensable tool in learning and research activities. Libraries worldwide have incorporated them as an integral part of their current service delivery. This study intends to determine whether the technology satisfaction model (TSM) validly measures postgraduate students’ satisfaction of using online research databases in an academic library. It further explores the relationships among antecedents within the model. To measure the components of the TSM, the stratified random sampling strategy was used to conduct a survey with 300 postgraduate students from six faculties of COMSATS University Islamabad (CUI) in Pakistan. The data were statistically analysed using the Rasch model and structural equation modelling (SEM). The results of the study illustrate direct and indirect associations among the exogenous, endogenous and mediating variables of the TSM, with the studied postgraduate students’ computer self-efficacy playing a crucial role in influencing their satisfaction. The TSM shows that 69% of the variance in the postgraduate students’ satisfaction can be explained by perceived usefulness, computer self-efficacy and perceived ease of use, which confirm that the TSM has a strong predictive power and is viable for measuring endogenous variable. The findings also make a significant contribution to the testing of databases for academics, service providers and researchers in higher education.
“…Researchers have also confirmed the validity of this kind of relationship in testing information systems [39], mobile learning [58], electronic textbooks [48], digital libraries [59], cloud services [51], information technology [53] and mobile banking [56]. In addition, several studies have claimed that learners’ satisfaction is defined by their perceived ease of use [32,38,55] and usefulness [32,38,56]. However, there is no evidence that the usefulness of online research databases can mediate the association between perceived ease of use and satisfaction.…”
Section: Research Hypothesesmentioning
confidence: 94%
“…Thus, digital information literacy and the skills and competencies of library users have great implications for the use of digital resources [31]. Many previous studies [14,32] have also illustrated the significant role of and relationship between computer self-efficacy and user satisfaction in using online research databases.…”
In today’s technology-enriched environment, online research databases have become an indispensable tool in learning and research activities. Libraries worldwide have incorporated them as an integral part of their current service delivery. This study intends to determine whether the technology satisfaction model (TSM) validly measures postgraduate students’ satisfaction of using online research databases in an academic library. It further explores the relationships among antecedents within the model. To measure the components of the TSM, the stratified random sampling strategy was used to conduct a survey with 300 postgraduate students from six faculties of COMSATS University Islamabad (CUI) in Pakistan. The data were statistically analysed using the Rasch model and structural equation modelling (SEM). The results of the study illustrate direct and indirect associations among the exogenous, endogenous and mediating variables of the TSM, with the studied postgraduate students’ computer self-efficacy playing a crucial role in influencing their satisfaction. The TSM shows that 69% of the variance in the postgraduate students’ satisfaction can be explained by perceived usefulness, computer self-efficacy and perceived ease of use, which confirm that the TSM has a strong predictive power and is viable for measuring endogenous variable. The findings also make a significant contribution to the testing of databases for academics, service providers and researchers in higher education.
“…1 ). The TSM was validated in a Malaysian university to measure students’ satisfaction with using online research databases (Islam et al, 2015 ) and wireless internet (Islam, 2014 ). It was later validated in a Chinese university to measure students’ satisfaction with using wireless internet in learning activities (Islam et al, 2018 ).…”
Section: Literature Reviewmentioning
confidence: 99%
“…However, the TSM has not been validated to assess online learning platform success. Nevertheless, more universities in different regions should be included to enhance the TSM’s applicability (Islam et al, 2015 ). Fig.…”
Section: Literature Reviewmentioning
confidence: 99%
“…Based on Bandura’s ( 1977 , 1997 ) theory, Venkatesh and Davis ( 1996 ) adapted the concept of computer self-efficacy to people’s judgment of their capabilities to easily use information and computer technologies. Regarding educational technology, Islam et al ( 2015 , p. 57) referred to computer self-efficacy as “student’s beliefs in their capabilities to use a computer for their learning and research”. Following this definition, we posit that computer self-efficacy is associated with university students’ beliefs in their capabilities to use online learning platforms for their study.…”
Student satisfaction is of great significance in online learning, but few studies have explored its determinants in emerging countries. This study investigated the determinants of university students’ satisfaction with online learning platforms in China through applying the Technology Satisfaction Model during the COVID-19 pandemic, when an unprecedented amount of learning began to take place online due to the closure of educational institutions. A total of 928 students from five universities in four Chinese provinces or municipalities were surveyed through a purposive sampling technique and analyzed through structural equation modeling and the Rasch model. Findings show that Chinese university students’ satisfaction with online learning platforms is directly and indirectly impacted by their computer self-efficacy and the perceived ease of use and usefulness of the platforms. Findings also show that regional differences moderate the associations among these components. The current study adds to theoretical, methodical and practical understanding of university students’ satisfaction with using online learning platforms, which have been recognized as irreplaceable emergency educational tools.
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