Empirical study of student satisfaction in e-learning system environment

Abstract

Information and communication technology (ICT) can improve the operational processes of any business and the education industry is no exception. Today, ICT plays a major role in many pedagogical activities, such as instructional delivery, material preparation, class communication and evaluation. Electronic learning (e-learning) environments offer the possibilities for communication, interaction and multimedia material delivery that enhance learner-directed learning, especially in higher education. Universities in Serbia have been successfully implemented a variety of open (distance) learning activities, but e-learning research and practices, in general, are relatively new and limited. Little is known about why many e-learners stop their learning after their initial experience. This study proposed an integrated model with four dimensions: instructor dimension, course dimension, technology dimension and environmental dimension. A survey was conducted to investigate the potential factors which are in the field of the university or faculty management and have impact on e-learner satisfaction. The questionnaire was used as an instrument for data collection and the subjects of this study were the students who were enrolled in the online learning courses. The results revealed that instructor response timeliness, e-learning course flexibility, e-learning course quality, technology quality, Internet quality, diversity in assessment and interaction in e-learning environment are the critical factors affecting e-learners' satisfaction. The results presented in this paper can help universities or faculties to adopt e-learning technology, and to reduce the risk of fail during implementation process or system exploitation. Furthermore, researchers can use the findings of this study as a basis to initiate other related studies in the e-learning area.