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This research investigates the relationship between e-learning service quality dimensions, student e-learning satisfaction, commitment and behaviour towards finance courses in higher education institutes of Pakistan.

Due to specific study objectives, the authors gathered sample data of 359 university students who were enrolled in the traditional learning system and shifted to the e-learning environment. The study employed partial least squares-structural equation modelling (PLS-SEM) based approach using Smart PLS version 3.0.

The results indicated that out of four e-learning service quality dimensions, three dimensions (system quality, course material and instructor quality, information technology (IT) and support service quality) positively impacted student e-learning satisfaction. The other dimension of e-learning service quality (course website quality) showed a positive but insignificant effect on e-learning satisfaction. Additionally, e-learning satisfaction was positively related to e-learning commitment, which, in turn, has a positive and significant influence on student e-learning behaviour towards finance courses.

Overall, the study’s findings provide useful policy implications for higher education institutes, particularly in the coronavirus disease 2019 (COVID-19) pandemic.

The purpose of this paper was to examine the perceived outcomes of e-learning by identifying key attributes affecting user (learner) satisfaction in higher education institutes.

A conceptual model considering user satisfaction as a key construct was developed through critical literature review and expert opinion. The model is empirically validated using confirmatory factor analysis and structural equation model in the context of higher education institutions. A sample of 802 users comprising of engineering and management students has been used for the analysis.

Course attributes, system attributes, interactive attributes and instructor attributes were found to have an influence significantly on user satisfaction. Instructor attributes were the topmost significant contributor followed by the course attributes.

Delivery of educational programs through e-learning platforms has increasingly gained traction throughout the world owing to its locational, time and convenience-related facets. Further, the ongoing global pandemic has catalysed acceptance of e-learning platforms thus attracting large number of learners and teachers for facilitating the teaching-learning process. This paper is a novel attempt to identify the existing gaps in teaching-learning process in the context of e-learning.

This study is original and provides new insights into how e-learning platforms and higher education institutions can ensure higher user satisfaction and learning in current challenging times. This paper will also be of interest to policymakers.

The purpose of this study is to investigate how to measure student satisfaction and how its elements influence on its overall perspective earned in e‐learning (EL). This study focuses on the context where EL is used as a supplementary tool to enhance instruction.

This study focuses on undergraduate courses that offer EL as a voluntary and supplementary form of instruction in Thailand. The measurement's instrument was adapted from scales widely accepted in management, information systems, and education research to fit the unique characteristics of the online education context. A few course characteristics are outlined to ensure the originality of the context. Survey is the main methodology of this study; reliability and validity of the measure are also tested and discussed in the paper.

The study highlights four dimensions of satisfaction in EL: delivery method, communication facilitation, system operation, and content. It is found from the study that elements of satisfaction measure are altered regarding to different contexts of EL. Each of these dimensions has been found to influence the overall satisfaction in EL.

Implications for instruction via EL are suggested in the paper according to the satisfaction elements. The course which the context is similar to this study should be designed differently from the traditional classroom or sole EL instruction methods.

This study is conducted in the context where EL is implemented for augmenting the main classroom instruction. Students are satisfied with learning through EL channel differently from learning in either pure traditional in‐class or sole EL instructions. This is what educators should concern in improving their instruction.

The 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.

Data 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.

Technological 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.

The 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.

This 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.

Students' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting students' satisfaction with e-learning outcomes helps decision-makers at the higher education to take the necessary actions to enhance the quality of students' performance, especially during the exceptional times, such as the COVID-19 pandemic.

This paper aims to determine and analyse the antecedent factors influencing students' satisfaction with e-learning outcomes during the pandemic. Structural equation modelling (SEM) is used to analysis a proposed research model.

The SEM results show that digital communities in e-learning, information technology (quality and accessibility) and the online course design quality directly influence students' satisfaction with e-learning outcomes. More interestingly, results show that the COVID-19-related factors (1) awareness of the COVID-19, (2) perceived challenges (negatively) and (3) the educational institutions' preparedness also influence e-learning outcomes.

The results suggest that the decision-makers at the educational institutions should consider adopting a blended learning system approach to deliver e-learning during the emergency, such as the COVID-19 outbreak situation.

This is one of the first studies in higher education context, which seek to identify the antecedent factors that influence students' satisfaction with e-learning outcomes during the COVID-19 pandemic.

Technology acceptance research in the L&T contexts has a necessity for enabling the significant inclusion of technology in educational settings (Scherer et al., 2019). Despite the propensity for information communication and technology to enhance the teaching and learning process, the acceptance or rejection of learning technology is essential. Technological acceptance model (TAM) has evolved to become a key model to depict the predictors of human behaviour towards prospective rejection or acceptance of technology (Granic and Marangunic, 2019). In their recent systematic review of the extensive literature on TAM, Granic and Marangunic (2019) found that most of TAM research originate from Asia (Taiwan, Malaysia, South Korea and China), Europe, North America, Middle East and Africa. To the best of the authors’ knowledge, research on TAM has been very scarce in small island economies. This study aims to guide the empirical model of Al-Fraihat et al. (2020), which wants to uncover the quality of learning by understanding the intentions and satisfaction of tertiary education learners on the acceptance and use of information technology (IT) for e-learning, during the confinement period.

This study adopted a quantitative approach. The proposed framework was borrowed from Al-Fraihat et al. (2020) and amended based on the contextual aspect of the study. The model proposed by Al-Fraihat et al. (2020) takes into consideration the quality of e-learning through technical system quality, information quality, service quality, educational system quality, support system quality, learner quality and instructor quality. The framework has as the basis the TAM where the perceived satisfaction, perceived usefulness, use and benefits of E-learning have been evaluated. This current study evaluated the quality of the e-learning platform from the students’ perspective in the confinement period. The service quality construct has been broken into three different dimensions, namely, service quality from an IT perspective, service quality from an administration perspective and service quality from the faculty represented by the Head of Departments. Another dimension has been added so as to evaluate the learner’s point of view when studying during confinement, namely, confinement and learning quality.

The findings of this study did not support H25, that is the hypothesis that perceived usefulness has a positive relationship with perceived satisfaction, in contradiction to similar previous studies that confirmed the relationship (Al-Sabawy et al., 2011; Al-Fraihat et al., 2020). However, interestingly, the findings of this research supported the relationship between perceived satisfaction and benefits (H26). This means that the greater the satisfaction of the learner, the greater the benefits on students. The results of this study further supported that there is a positive relationship between perceived usefulness and benefits (H27); there is a positive relationship between perceived usefulness and use (H28); and finally, there is a positive relationship between use and benefits (H29). Such relationships were also found in the existing literature (Al-Sabawy et al., 2011; Cidral et al., 2018; Al-Fraihat et al., 2020). The perception of the usefulness of the e-learning system determines the benefits, usefulness and system use. When the learners feel that the system is enhancing their learning, learning activities and performance, hence learning more effectively, they tend to see the e-learning system as useful and they are more likely to use the e-learning system/tool. The use of the tool/system, thus positively impacts the benefits that the learners derived from the system.

The COVID-19 and overnight decision for a country-wide lockdown drastically changed the education sector. School and all teaching institutions were closed. However, most universities had to review their teaching and learning models to introduce e-learning to ensure the semester’s progress. Hence, the use of the various LMS tools became a necessity overnight. This study on e-learning in Mauritius uses the TAM as the theoretical foundation because the theory has long been extensively used to investigate the quality of learning eg. Davis (1989), Scherer et al. (2019), Al-Fraihat et al. (2020).

The aim of this paper is to determine the differences in students' attitudes related to online and traditional teaching, then to determine the level of student satisfaction with online teaching, factors affecting it as well as to examine the problems students most often face during online teaching.

The survey method is used to collect primary data. In the empirical research participate 312 students on the territory of the Republic of Serbia who used e-learning during the Covid-19 pandemic. Descriptive statistical analysis, paired samples t-test, reliability analysis, confirmatory factor analysis and structural equations modeling are applied in the paper.

Research has shown that students are generally more satisfied with traditional than online teaching. Then, the analysis shows that professors' activities and the quality of e-learning have ? Significant positive effects on student satisfaction with online teaching, as well as on student motivation, then perceived usefulness has a positive impact on motivation and intention to use e-learning and student motivation has statistically significant effects on satisfaction with online teaching. The biggest shortcomings of online teaching are: monotonous teaching, lack of interaction with professors, lack of interaction with other students as well as lack of socialization.

Although a large number of studies have studied e-learning and student satisfaction, this paper has studied e-learning in the specific conditions of the Covid-19 pandemic. Of particular value to this paper is the comparison of student satisfaction with online teaching during the pandemic and student satisfaction with traditional teaching.

The main objective of the study is to test a model of e‐learning effectiveness. The data were collected from 125 subjects enrolled in the Institute of Banking Studies (IBS) at the State of Kuwait. The study results indicate that attitudes toward e‐learning systems explained a significant portion of variance in satisfaction with the systems. The results indicate also, that both attitudes toward and satisfaction with the e‐learning systems explain a significant portion of the variance in organization and individual performance. The current results indicate the special potency of the attitude toward the e‐learning systems flexibility and relevance in predicting both satisfaction with the systems and performance. The study indicated the need to test causal models and included a discussion of the implications and directions of future research.

The purpose of this study is to explore the relationships of web quality (system quality, information quality, and service quality), perceived value, and satisfaction to understand how these critical factors influence the continuance intention of using e‐learning systems in academic libraries.

The study data come from a convenience sample of 302 undergraduate and graduate students who were 18 to 25 years old. A structural equation modelling (SEM) technique was conducted to identify causal relationships.

The findings demonstrate that web quality has significantly positive influences on perceived value and user satisfaction. Furthermore, perceived value and satisfaction determines users' continuance intentions of e‐learning systems in academic libraries.

This study addresses self‐reported continuance intentions as part of the survey; as a result, it could have introduced inaccuracies. The implications of proposed e‐learning success model are discussed.

Academic librarians should reinforce the efficiency of e‐learning systems to influence users' willingness to continuously use such systems.

This paper highlights the determinants of continuance intentions of e‐learning systems in digital libraries and educates researchers, librarians, and system developers about how e‐learning systems are perceived by end‐users in digital libraries.

The purpose of this study is to evaluate the effect of learner–learner and learner–facilitator interactions on learner satisfaction and their substitutability.

A 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.

Learner–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.

The 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.

The 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.