The relationship between e‐learning and academic performance of students

Abstract

The purpose of this paper is to investigate the relationship of service quality dimensions (tangibility, responsiveness, assurance, reliability, empathy, and e‐learning) on student's academic performance through student motivation, and student satisfaction. Primary data were collected from 384 participants studying in higher education institutes (HEI's) in the Punjab province of Pakistan and the research model was empirically tested. The findings reveal that all service quality dimensions (tangibility, responsiveness, assurance, reliability, empathy, and e‐learning) are positively associated with student's academic performance through student's motivation and student satisfaction. This study makes a substantial contribution to the literature of service quality, by adding a novel dimension “e‐learning” into the most renowned and frequently used SERVQUAL (tangibility, reliability, empathy, assurance, and responsiveness) model. By doing so we not only establish the link between e‐learning and student's academic performance through student satisfaction and student motivation but also extended the SERVQUAL model by incorporating an important neglected area.

Evaluating E-learning system success in higher education during the Covid-19

“…There was considerable discussion regarding an overall description of the e-learning notion. As a system, it addresses various learning techniques, applications, procedures, and educational fields (Rasheed et al, 2022;Bossman and Agyei et al,2022;Hubalovsky et al, 2019). Hence, A broadly agreed sense of the word "e-learning" is hard to find (Rodrigues et al, 2019).…”

After-hours work-related technology use and individuals' deviance: the role of other-initiated versus self-initiated interruptions

“…Different factors, including abusive supervision and an individual's personality, cause workplace deviant behaviors (Rasheed et al, 2020;Baharom et al, 2017;Park et al, 2019;Pletzer et al, 2019). Nonwork deviance, a third form of deviance, is becoming popular in the modern literature because it is referred to as the deviant behaviors targeted toward other people, not the work (Yam et al, 2017).…”

After-hours work-related technology use and individuals' deviance: the role of interruption overload, psychological transition and task closure

“…In addition to these nonwork consequences, numerous work-related outcomes have been reported previously including work exhaustion, job burnout, work satisfaction, work performance, turnover intentions and work engagement (e.g. Rasheed et al , 2020; Chen and Karahanna, 2018; Derks et al , 2014; Ragsdale and Hoover, 2016; Ferguson et al , 2016; Diaz et al , 2012). Surprisingly, the third side of performance is deviant behavior that has not been studied previously, which is the commonly observed outcome in interruption studies.…”