ABSTRACT

This study aims to identify the factors affecting students’ satisfaction with online learning, examine the relationship between satisfaction and continuance usage intention, and explore the direct and moderating role of self-quarantine during a pandemic situation. The research model has been developed based on three theories, namely, Expectation Confirmation Theory, Diffusion of Innovation Theory, and Unified Theory of Acceptance and Use of Technology. Through an online survey, data were collected from 1193 university students from Oman, Iran, Bangladesh, Romania, and Malaysia and analysed using Structural Equation Modelling technique with SmartPLS V.3 software. Results indicated that factors affecting student’s satisfaction with an online learning vary in each sample. In all samples, satisfaction significantly influences students’ continuance usage intention with the online learning. In some samples, self-quarantine has a direct effect on continuance usage intention and plays a moderating role in Romania sample. The findings contribute to the universities and instructors how online systems factors elevate students’ continuance usage intention. The uniqueness of this study is the integration of three theories to obtain research objectives. The details of the results and both theoretical and practical implications have been described in the paper.

摘要

本研究旨在确定影响学生对在线学习满意度的因素，检验满意度与持续使用意愿之间的关系，并探讨在大流行情况下自我隔离的直接和调节作用。该研究模型基于三个理论，即期望确认理论、创新扩散理论和技术接受与使用统一理论。通过在线调查，收集了来自阿曼、伊朗、孟加拉国、罗马尼亚和马来西亚的 1193 名大学生的数据，并使用 SmartPLS V.3 软件使用结构方程建模技术进行了分析。结果表明，影响学生对在线学习满意度的因素在每个样本中都不同。在所有样本中，满意度显着影响学生在线学习的持续使用意愿。在一些样本中，自我隔离对继续使用意愿有直接影响，在罗马尼亚样本中起到调节作用。这些发现有助于大学和教师在线系统因素如何提升学生的持续使用意愿。本研究的独特之处在于综合三种理论来获得研究目标。论文中描述了结果的细节以及理论和实践意义。这些发现有助于大学和教师在线系统因素如何提升学生的持续使用意愿。本研究的独特之处在于综合三种理论来获得研究目标。论文中描述了结果的细节以及理论和实践意义。这些发现有助于大学和教师在线系统因素如何提升学生的持续使用意愿。本研究的独特之处在于综合三种理论来获得研究目标。论文中描述了结果的细节以及理论和实践意义。