Improving student satisfaction and learning outcomes with service quality of online courses: evidence from Thai and Indonesian higher education institutions

Abstract

PurposeThe purpose of this article is to compare Thai students with Indonesian students in regard to the impact of four service quality dimensions on student satisfaction and the learning outcomes of online courses.Design/methodology/approachSamples were 352 Indonesian and 380 Thai students who were in bachelor's degree programmes and experienced online course services.FindingsFor Thai samples, however, the strongest dimension of service quality affecting student satisfaction is reliability, followed by responsiveness and competence, accordingly. For Indonesian samples, the strongest effect service quality dimension affecting student satisfaction is empathy, followed by responsiveness, competence and reliability.Research limitations/implicationsFirst, the sample consisted of online course students from two countries, Thailand and Indonesia. The findings may not be generalized to other countries where teaching and learning cultures are largely different. Second, four service quality dimensions were examined for their influence on student satisfaction, which consequently affects learning outcomes.Practical implicationsFirstly, instructors should strictly follow what they promise to their students. Secondly, a communication network should be developed to minimize possible misunderstandings. Thirdly, faculty administrations should provide training programmes for online instructors to enhance their competence. Lastly, online instructors need appropriate support mechanisms for technical issues and mishaps that students may face in technology-enhanced learning environments.Originality/valueThis study performs an original survey conducted in Thailand and Indonesia and reports the results based on the data analysis and the interpretation of research findings.

Empirical analysis of factors influencing student satisfaction with online learning systems during the COVID-19 pandemic in Thailand

“…These results find support in a study conducted on university students in both Indonesian (352) and Thailand (380), in which the authors stated that in online courses in Thailand, service quality (SQ) reliability was judged to be most important (Darawong and Widayati, 2021). Moreover, in Thailand, the strongest dimension of service quality affecting student satisfaction was reliability, responsiveness, and competence, respectively.…”

“…Facilitating Conditions (FC) ICT infrastructure (x11) Internet connectivity (x12) 3 3 (Bisht et al, 2020;Chardnarumarn et al, 2021;Darawong and Widayati, 2021;Dhawan, 2020;Faize and Nawaz, 2020;Hebebci et al, 2020;Kuo et al, 2013;Mendoza et al, 2017;Nambiar, 2020;Nonthamand et al, 2021;Oranop, 2016;Rasmitadila et al, 2020;Ruenphongphun et al, 2021;Venkatesh et al, 2003;Zhou et al, 2020).…”

“…However, studies concerning online learning student satisfaction are limited in Asian cultures compared to Western Culture (Parahoo et al, 2015). There are diverse cultural, economic, and technological landscapes, so doing similar investigations in developing nations like Thailand is important (Darawong and Widayati, 2021); Harsası and Sutawıjaya, 2018;Parahoo et al, 2015;Thongsri et al, 2019). This is particularly so, as, in August 2021, Thai student discontent over the quality and content of their online classes reached new heights, with the group 'Bad Students' instituting online class strikes and mock student suicides at major intersections in Bangkok (Wangkiat, 2021).…”

Contextualizing Lecturer Performance Indicators to Online Teaching and Learning Activities: Insights for Application during the COVID-19 Pandemic And Beyond

“…There have been many studies that have raised this shift in student satisfaction regarding lecturers during the pandemic, in various countries, including Egypt (Basuony et al, 2021), China (Lei and So, 2021), Sri Lanka (Hettiarachchi et al, 2021), Thailand and Indonesia (Darawong and Widayati, 2021), New Zealand (Adler et al, 2021), and Canada (Butler, Samuels and Peditto, 2021). Almost all of these studies used quantitative tools in the form of surveys.…”

“…Because learning is no longer done in face-to-face interactions, lecturers increasingly play an essential role for students, with the findings of several studies indicating that students see aspects such as responsiveness, accessibility, and empathy as being more critical than lecturer competencies in providing the learning itself (Sitanggang, Luthan and Hamid, 2021;Darawong and Widayati, 2021). This demonstrates that, in online settings, the social presence of other parties, especially lecturers, is something that students value (Carrillo and Flores, 2020).…”