ABSTRACT
Many educational institutions have adopted e-learning methods during the COVID-19 pandemic to maintain school teaching activities. However, systematic research on e-learning effectiveness in such a crisis is quite insufficient. This study aims to explore the impact of e-learning quality on students' satisfaction during the pandemic in regard to academic achievement and behavioral intention. Through a questionnaire and semester score database, the relevant data of 683 students were collected and then analyzed by PLS-SEM. The result shows that instructor teaching quality and e-learning system quality influence students' academic achievement and behavioral intention through increasing students' e-learning satisfaction. E-learning system quality moderated the impact of instructor teaching quality on students' e-learning satisfaction. The findings of this study provide valuable insights into the comprehensive implementation of e-learning during a crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Although the Covid-19 pandemic is globally controlled after 3 years of outbreak, it has caused a remarkable change in education in the whole world. E-learning has become the key element for education in a society where lockdown and social distancing is used. In Vietnam, the implementation of e-learning pre- Covid-19 was not popular, therefore, to adapt to the pandemic, Vietnam's public universities are required to implement comprehensive e-learning without prior preparation. The shortcomings when organizing elearning at this time were inevitable and the assessment of learners' satisfaction with e-learning becomes necessary. © 2022 Association for Computing Machinery.
ABSTRACT
Many educational institutions have adopted e-learning methods during the COVID-19 pandemic to maintain school teaching activities. However, systematic research on e-learning effectiveness in such a crisis is quite insufficient. This study aims to explore the impact of e-learning quality on students' satisfaction during the pandemic in regard to academic achievement and behavioral intention. Through a questionnaire and semester score database, the relevant data of 683 students were collected and then analyzed by PLS-SEM. The result shows that instructor teaching quality and e-learning system quality influence students' academic achievement and behavioral intention through increasing students' e-learning satisfaction. E-learning system quality moderated the impact of instructor teaching quality on students' e-learning satisfaction. The findings of this study provide valuable insights into the comprehensive implementation of e-learning during a crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
In this era of industry 4.0, many offline courses have closed and many offline courses have switched to online. In an era of COVID-19, offline courses are no longer possible because the government is forcing them to stay away and limit teaching and learning activities. This causes offline courses to migrate to online. However, many conventional courses that turn to online have failed. Failure is caused by many online course participants being dissatisfied. Here, we will examine the factors that influence the quality of courses and the satisfaction of online course participants in Indonesia. The online course referred to here is a non-formal course institution that focuses on vocational training such as Arkademi, Skill Academy, Dicoding and Duta Academy. The combined MOOC has approximately 5.5 million course participants until July 2021. So in this paper, we will discuss research on the analysis of the factors that affect learning satisfaction on the MOOC in Indonesia. © 2021 Little Lion Scientific