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An investigation of university students' attitude, satisfaction and academic achievement in online learning: empirical evidence from a developing nation

Hajar Chetioui (Faculté des Sciences, Juridiques, Économiques et Sociales de Fès, Sidi Mohamed Ben Abdellah University, Fez, Morocco)
Hind Lebdaoui (School of Business Administration, Al Akhawayn University in Ifrane, Ifrane, Morocco)
Oumaima Adelli (School of Business Administration, Al Akhawayn University in Ifrane, Ifrane, Morocco)
Fatima Zahra Bendriouch (School of Humanities and Social Sciences, Al Akhawayn University in Ifrane, Ifrane, Morocco)
Youssef Chetioui (School of Business Administration, Al Akhawayn University in Ifrane, Ifrane, Morocco)
Kawtar Lebdaoui (Faculté des lettres et des sciences humaines Sais, Sidi Mohamed Ben Abdellah University, Fez, Morocco)

Journal of Applied Research in Higher Education

ISSN: 2050-7003

Article publication date: 16 February 2024

166

Abstract

Purpose

Following the COVID-19 pandemic, most higher education institutes shifted to online learning as the sole alternative to continuing education while mitigating the risks imposed by the pandemic. This has raised several concerns regarding students’ learning experience, satisfaction and academic achievement, particularly in countries where students have restrained technological resources (i.e. developing nations). The current research aims to investigate the key factors influencing students’ attitudes, satisfaction and academic achievement among university students in an emerging market context (i.e. Morocco). The moderating effect of students’ motivation to study online was also scrutinized.

Design/methodology/approach

The authors propose an integrated conceptual framework that combines the technology acceptance model (TAM) with the outcomes of prior literature related to online learning. Based on data collected from 850 Moroccan university students, the authors empirically tested the conceptual model using a partial least squares (PLS) estimation.

Findings

First, attitude toward online learning and satisfaction positively impact university students’ academic achievement; at the same time, attitude positively impacts students’ satisfaction with online learning. Second, students’ satisfaction and attitude toward online learning were found to be mainly influenced by instructor performance, ease of use of the online learning platform, information quality, interactivity and perceived usefulness (PU). Finally, student motivation acts as a moderator, e.g. students with higher motivation to learn online are more likely to develop a favorable attitude toward online learning and can, therefore, accomplish better academic performance.

Originality/value

The current study makes a considerable contribution to the literature by contributing to the on-going debate about the potentials and challenges of online learning, particularly in an emerging country where education remains a considerable challenge. The study findings can help higher education institutes gauge the quality of online education programs and design efficient strategies to develop high-quality online learning for students. Our findings have implications not only for educational institutions and instructors in developing markets but also for the vendors of online course delivery software.

Keywords

Citation

Chetioui, H., Lebdaoui, H., Adelli, O., Bendriouch, F.Z., Chetioui, Y. and Lebdaoui, K. (2024), "An investigation of university students' attitude, satisfaction and academic achievement in online learning: empirical evidence from a developing nation", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-05-2023-0207

Publisher

:

Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

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