Students' perceived benefits, adoption intention and satisfaction to technology-enhanced learning: examining the relationships

Dubey, Pushkar; Sahu, Kailash Kumar

doi:10.1108/jrit-01-2021-0008

Cited by 22 publications

(43 citation statements)

References 71 publications

(72 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The effect of e-learning on learner satisfaction has been widely researched. This finding is consistent with findings from previous research (Tarhini et al, 2017;Kurucay and Inan, 2017;Dubey and Sahu, 2021;Quadir et al, 2022). It can be concluded that the adoption of e-learning systems in developing economies will result in improved Learner satisfaction in higher education learner satisfaction.…”

Section: Discussionsupporting

confidence: 92%

“…The concept of e-learning has been adopted world-over, as a revolution in the educational field, to better the traditional modes of learning and build capacity in education and training (Alfraih and Alanezi, 2016;Tarhini et al, 2017). The phenomenon has been implemented either haphazardly or in a calculated move, in order to enhance the knowledge and skills of students as demanded in the 21st century (Dubey and Sahu, 2021). A smooth e-learning environment is a prerequisite to effective learning and learner satisfaction.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

E-learning: substitutability of learner–learner, and learner–facilitator interactions to enhance learner satisfaction in higher education

Nyathi

Sibanda

2022

JRIT

View full text Add to dashboard Cite

PurposeThe purpose of this study is to evaluate the effect of learner–learner and learner–facilitator interactions on learner satisfaction and their substitutability.Design/methodology/approachA quantitative survey research focusing on 130 students was used to collect data. Stratified sampling was preferred for the study, with a Likert type research instrument being administered online.FindingsLearner–learner and learner–facilitator interactions mediate the effect of e-learning on learner satisfaction. These sets of interactions act as independent mediators, each playing a pivotal role in enhancing learner satisfaction. The interactions are however not substitutable.Practical implicationsThe findings of the study will provide insights to academic administrators, to ensure that the two sets of interactions contribute to an effective and conducive e-learning environment and ultimately learner satisfaction. Deliberate efforts should be made to design increased e-learning interactivity into the cyber learning environment for effective learning.Originality/valueThe findings result in a ranking of learner–learner and learner–facilitator interactions for increased learner satisfaction. The interactions cannot be substituted without affecting the level of learner satisfaction. The interactions play a complementarity role, and collectively, enrich the quality of e-learning. A collective deployment is recommended.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

E-learning: substitutability of learner–learner, and learner–facilitator interactions to enhance learner satisfaction in higher education

Nyathi

Sibanda

2022

JRIT

View full text Add to dashboard Cite

show abstract

“…Consistent with Herzberg (1959) hygiene-motivation theory which asserts that the hygiene factors are taken for granted factors that does not really make a difference in satisfaction, the research finding indicated that students value the interactional/process more than the core/hygiene aspect. On the other hand, this finding also coincides with the findings that the perceived usefulness is the strongest predictors of satisfaction (Dubey & Sahu, 2021;Liaw & Huang, 2013). All of these findings suggest that the higher education institutions should focus more on the interactional/process and utility/benefit aspects of the quality to achieve high student satisfaction with the lowest possible cost.…”

Section: Strategic Management Map (Smm)supporting

confidence: 85%

Developing a Student Satisfaction Index and a Strategic Management Map for Turkish Higher Education

Garipağaoğlu

2022

IJPES

View full text Add to dashboard Cite

This research aims to examine student satisfaction at higher education institutions through the estimation of a student satisfaction index (SSI) by simultaneously building a strategic management map (SMM) to help higher education leaders identify the areas for improvement at their institutions during Covid-19 induced hybrid education in Turkish Higher Education. The research was carried out with university students at a well-known foundation university in Turkey during Covid-19 pandemic. American Customer Satisfaction Model (ACSI) was used as a lens of analyisis to demonstrate the causal relationship between the antecedents and consequences of student satisfaction in Turkish Higher Education. The partial least squares (PLS) estimation was employed to test the model and obtain the SSI score. Given the complex nature of student satisfaction and loyalty, the model was found to adequately predict overall student satisfaction and loyalty. SSI score of 64.95 was found to be lower than the weighted average of all sectors in the United States in 2021. The SMM that was built to examine the relative importance of each quality attributes demonstrated that the perceived utility/benefit and interactional/process-based quality attributes have the greatest positive influence on satisfaction score.

show abstract

“…Task and technological characteristics contribute to students' perceived usefulness of learning tools and satisfaction with them. This leads to continued intention to use them (Dubey and Sahu, 2021). The right mix of e-learning tools is required to mediate the learner's interaction with educational content to facilitate knowledge construction.…”

Section: Virtual Campuses In Developing Countriesmentioning

confidence: 99%

“…This study makes use of Queiros and de Villiers' Model (2016) of vital connections for the online learner as its conceptual framework. The framework allows for the assessment of learning to include learner input, learning environment and output (Ng, 2017;Tarhini et al, JRIT 2017; Dubey and Sahu, 2021). The framework allows for a quantitative study on the relative importance of e-learning facets (connectors) of technological self-efficacy, social presence and learning tools on e-learning satisfaction (see Figure 1).…”

Section: Conceptual Framework Of the Studymentioning

confidence: 99%

Virtual campuses in developing countries: an evaluation of the “right connectors” for effective e-learning in higher education institutions in Zimbabwe

Nyathi

2022

JRIT

View full text Add to dashboard Cite

PurposeThe purpose of this paper is to evaluate the relative effects of three facets or connectors argued to be vital for learners in successful e-learning outcomes in developing economies.Design/methodology/approachData were collected through a survey involving 130 learners. A stratified sampling technique was employed. Regression analyses making use of linear, multiple and PROCESS macro in Statistical Package for the Social Sciences (SPSS) were used to analyze data.FindingsTechnological self-efficacy and social presence are the most important facets needed by participants for effective learning in higher education institutions in developing countries. Learning tools meant to enhance teaching and learning and also contribute to learner satisfaction.Practical implicationsThe findings of the study provide insights to academic administrators to pay close attention to the three connectors in order to ensure quality learning. The findings guide higher learning institutions to adequately and selectively pay attention to the three connections. Deliberate efforts focusing on students' situations, opinions and concerns are vital for learner satisfaction in developing economies.Originality/valueThis study represents a first attempt to examine the effect of the “right connections” for effective learning in developing economies, using a quantitative approach. The findings bring into attention the role of assessing learner inputs and virtual environment in boosting the effectiveness of e-learning. The findings also result in a model that should lead to increased learner satisfaction through the implementation of right connections. The study “disputes” the relevance of a universal e-learning system.

show abstract

Students' perceived benefits, adoption intention and satisfaction to technology-enhanced learning: examining the relationships

Cited by 22 publications

References 71 publications

E-learning: substitutability of learner–learner, and learner–facilitator interactions to enhance learner satisfaction in higher education

E-learning: substitutability of learner–learner, and learner–facilitator interactions to enhance learner satisfaction in higher education

Developing a Student Satisfaction Index and a Strategic Management Map for Turkish Higher Education

Virtual campuses in developing countries: an evaluation of the “right connectors” for effective e-learning in higher education institutions in Zimbabwe

Contact Info

Product

Resources

About