Students' satisfaction and continued intention toward e-learning: a theory-based study. Issue 1 (1st January 2021)

• Record Type: Journal Article
• Authors: Rajeh, Mona T.; Abduljabbar, Fahad H.; Alqahtani, Saad M.; Waly, Feras J.; Alnaami, Ibrahim; Aljurayyan, Abdulaziz; Alzaman, Naweed
• Is Part Of: Medical education online. Volume 26:Issue 1(2021)
• Publication Date: 2021-01-01
• Subjects: Continuous intention -- e-learning -- expectation-confirmation theory -- satisfaction -- theory of planned behavior; Medical education -- Periodicals; Education, Medical -- Periodicals; 610.71
• DOI: 10.1080/10872981.2021.1961348
• Languages: English
• ISSNs: 1087-2981

Abstract

ABSTRACT: Coronavirus disease (COVID-19) has forced the urgent lockdown of schools and colleges worldwide. To ensure the continuity of education a shift from traditional teaching to e-learning was required. This study aims to identify factors that affect students' satisfaction and continued intention towards e-learning. A questionnaire was distributed to medical and dental students (second to sixth year) from different universities in Saudi Arabia. The study synthesizes the expectation-confirmation theory (ECT) and the theory of planned behavior (TPB) to predict students' satisfaction and intention to continue using e-learning using a validated self-administered questionnaire. We used the structural equation model to analyze the results and assess the study's hypotheses. A total of 870 completed questionnaires were received (67% response rate). The results showed that students were at a moderate level of satisfaction (median = 3.5). According to the ECT, both perceived usefulness and confirmation significantly influenced students' satisfaction (β = −.69 and β = .82, respectively). Satisfaction was the strongest predictor of students' continued intention (β = 1.95). Among the TPB constructs, perceived behavioral control (β = .51), attitudes (β = .39), and subjective norms (β = .36) had a significant positive influence on their intention to use e-learning. The results suggest efforts to increase students' satisfaction and intention with e-learning should be directed to adopting easy and useful e-learning platforms. In addition, training and motivating students to continue e-learning and increasing their confidence to ensure the effective and efficient use of such teaching modalities.