COVID-19 has impacted educational processes in most countries: some educational institutions have closed, while others, particularly in higher education, have converted to online learning systems, due to the advantages offered by information technologies. This study analyzes the critical factors influencing students’ satisfaction with their continuing use of online learning management systems in higher education during the COVID-19 pandemic. Through the integration of social cognitive theory, expectation confirmation theory, and DeLone and McLean’s IS success model, a survey was conducted of 181 UK students who engaged with learning management systems. It was found that, during the pandemic, service quality did not influence students’ satisfaction, although both information quality and self-efficacy had significant impacts on satisfaction. In addition, the results revealed that neither self-efficacy nor satisfaction impacted personal outcome expectations, although prior experience and social influence did. The findings have practical implications for education developers, policymakers, and practitioners seeking to develop effective strategies for and improve the use of learning management systems during the pandemic.

COVID-19 影响了大多数国家的教育进程：一些教育机构已经关闭，而其他教育机构，尤其是高等教育机构，由于信息技术提供的优势，已经转向在线学习系统。本研究分析了在 COVID-19 大流行期间影响学生对高等教育中继续使用在线学习管理系统的满意度的关键因素。通过整合社会认知理论、期望确认理论以及 DeLone 和 McLean 的 IS 成功模型，对 181 名参与学习管理系统的英国学生进行了调查。研究发现，在大流行期间，服务质量并没有影响学生的满意度，尽管信息质量和自我效能感对满意度都有显着影响。此外，结果表明，自我效能和满意度都不会影响个人结果预期，尽管先前的经验和社会影响会影响。这些发现对寻求在大流行期间制定有效策略并改进学习管理系统使用的教育开发商、政策制定者和从业者具有实际意义。