Name: | Description: | Size: | Format: | |
---|---|---|---|---|
965.91 KB | Adobe PDF |
Advisor(s)
Abstract(s)
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 elearning.
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.
Description
Keywords
Citation
Keržič, D., Alex, J. K., Pamela Balbontín Alvarado, R., Bezerra, D. da S., Cheraghi, M., Dobrowolska, B., Fagbamigbe, A. F., Faris, M. E., França, T., González-Fernández, B., Gonzalez-Robledo, L. M., Inasius, F., Kar, S. K., Lazányi, K., Lazăr, F., Machin-Mastromatteo, J. D., Marôco, J., Marques, B. P., Mejía-Rodríguez, O., & Méndez Prado, S. M. (2021). Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. PLoS ONE, 16(10), 1–23. https://doi.org/10.1371/journal.pone.0258807
Publisher
Public Library of Science