Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries.
The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance d...
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oai:doaj.org-article:b101218c895a492b87281a4f5c0509622021-12-02T20:07:49ZAcademic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries.1932-620310.1371/journal.pone.0258807https://doaj.org/article/b101218c895a492b87281a4f5c0509622021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0258807https://doaj.org/toc/1932-6203The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic's first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher's active role in the process of online education, and the overall system quality, while the students' digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students' performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.Damijana KeržičJogymol Kalariparampil AlexRoxana Pamela Balbontín AlvaradoDenilson da Silva BezerraMaria CheraghiBeata DobrowolskaAdeniyi Francis FagbamigbeMoezAlIslam Ezzat FarisThais FrançaBelinka González-FernándezLuz Maria Gonzalez-RobledoFany InasiusSujita Kumar KarKornélia LazányiFlorin LazărJuan Daniel Machin-MastromatteoJoão MarôcoBertil Pires MarquesOliva Mejía-RodríguezSilvia Mariela Méndez PradoAlpana MishraCristina MollicaSilvana Guadalupe Navarro JiménezAlka ObadićDaniela RaccanelloMd Mamun Ur RashidDejan RavšeljNina TomaževičChinaza UleanyaLan UmekGiada VicentiniÖzlem YorulmazAna-Maria ZamfirAleksander AristovnikPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 10, p e0258807 (2021) |
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DOAJ |
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DOAJ |
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EN |
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Medicine R Science Q |
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Medicine R Science Q Damijana Keržič Jogymol Kalariparampil Alex Roxana Pamela Balbontín Alvarado Denilson da Silva Bezerra Maria Cheraghi Beata Dobrowolska Adeniyi Francis Fagbamigbe MoezAlIslam Ezzat Faris Thais França Belinka González-Fernández Luz Maria Gonzalez-Robledo Fany Inasius Sujita Kumar Kar Kornélia Lazányi Florin Lazăr Juan Daniel Machin-Mastromatteo João Marôco Bertil Pires Marques Oliva Mejía-Rodríguez Silvia Mariela Méndez Prado Alpana Mishra Cristina Mollica Silvana Guadalupe Navarro Jiménez Alka Obadić Daniela Raccanello Md Mamun Ur Rashid Dejan Ravšelj Nina Tomaževič Chinaza Uleanya Lan Umek Giada Vicentini Özlem Yorulmaz Ana-Maria Zamfir Aleksander Aristovnik Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. |
| description |
The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic's first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher's active role in the process of online education, and the overall system quality, while the students' digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students' performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances. |
| format |
article |
| author |
Damijana Keržič Jogymol Kalariparampil Alex Roxana Pamela Balbontín Alvarado Denilson da Silva Bezerra Maria Cheraghi Beata Dobrowolska Adeniyi Francis Fagbamigbe MoezAlIslam Ezzat Faris Thais França Belinka González-Fernández Luz Maria Gonzalez-Robledo Fany Inasius Sujita Kumar Kar Kornélia Lazányi Florin Lazăr Juan Daniel Machin-Mastromatteo João Marôco Bertil Pires Marques Oliva Mejía-Rodríguez Silvia Mariela Méndez Prado Alpana Mishra Cristina Mollica Silvana Guadalupe Navarro Jiménez Alka Obadić Daniela Raccanello Md Mamun Ur Rashid Dejan Ravšelj Nina Tomaževič Chinaza Uleanya Lan Umek Giada Vicentini Özlem Yorulmaz Ana-Maria Zamfir Aleksander Aristovnik |
| author_facet |
Damijana Keržič Jogymol Kalariparampil Alex Roxana Pamela Balbontín Alvarado Denilson da Silva Bezerra Maria Cheraghi Beata Dobrowolska Adeniyi Francis Fagbamigbe MoezAlIslam Ezzat Faris Thais França Belinka González-Fernández Luz Maria Gonzalez-Robledo Fany Inasius Sujita Kumar Kar Kornélia Lazányi Florin Lazăr Juan Daniel Machin-Mastromatteo João Marôco Bertil Pires Marques Oliva Mejía-Rodríguez Silvia Mariela Méndez Prado Alpana Mishra Cristina Mollica Silvana Guadalupe Navarro Jiménez Alka Obadić Daniela Raccanello Md Mamun Ur Rashid Dejan Ravšelj Nina Tomaževič Chinaza Uleanya Lan Umek Giada Vicentini Özlem Yorulmaz Ana-Maria Zamfir Aleksander Aristovnik |
| author_sort |
Damijana Keržič |
| title |
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. |
| title_short |
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. |
| title_full |
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. |
| title_fullStr |
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. |
| title_full_unstemmed |
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. |
| title_sort |
academic student satisfaction and perceived performance in the e-learning environment during the covid-19 pandemic: evidence across ten countries. |
| publisher |
Public Library of Science (PLoS) |
| publishDate |
2021 |
| url |
https://doaj.org/article/b101218c895a492b87281a4f5c050962 |
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