Purpose

The purpose of this article is to compare Thai students with Indonesian students in regard to the impact of four service quality dimensions on student satisfaction and the learning outcomes of online courses.

Design/methodology/approach

Samples were 352 Indonesian and 380 Thai students who were in bachelor's degree programmes and experienced online course services.

Findings

For Thai samples, however, the strongest dimension of service quality affecting student satisfaction is reliability, followed by responsiveness and competence, accordingly. For Indonesian samples, the strongest effect service quality dimension affecting student satisfaction is empathy, followed by responsiveness, competence and reliability.

Research limitations/implications

First, the sample consisted of online course students from two countries, Thailand and Indonesia. The findings may not be generalized to other countries where teaching and learning cultures are largely different. Second, four service quality dimensions were examined for their influence on student satisfaction, which consequently affects learning outcomes.

Practical implications

Firstly, instructors should strictly follow what they promise to their students. Secondly, a communication network should be developed to minimize possible misunderstandings. Thirdly, faculty administrations should provide training programmes for online instructors to enhance their competence. Lastly, online instructors need appropriate support mechanisms for technical issues and mishaps that students may face in technology-enhanced learning environments.

Originality/value

This study performs an original survey conducted in Thailand and Indonesia and reports the results based on the data analysis and the interpretation of research findings.

中文翻译：

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通过在线课程的服务质量提高学生满意度和学习成果：来自泰国和印度尼西亚高等教育机构的证据

目的

本文的目的是比较泰国学生和印度尼西亚学生在四个服务质量维度对学生满意度和在线课程学习成果的影响方面。

设计/方法/途径

样本是 352 名印度尼西亚学生和 380 名泰国学生，他们都在攻读学士学位课程并体验过在线课程服务。

发现

然而，对于泰国样本，影响学生满意度的服务质量最强维度是可靠性，其次是响应能力和能力。对于印度尼西亚样本，影响学生满意度的最强服务质量维度是同理心，其次是响应能力、能力和可靠性。

研究局限性/影响

首先，样本由来自泰国和印度尼西亚这两个国家的在线课程学生组成。研究结果可能无法推广到教学文化差异很大的其他国家。其次，检查了四个服务质量维度对学生满意度的影响，从而影响学习成果。

实际影响

首先，教师要严格遵守对学生的承诺。其次，应该发展一个沟通网络，以尽量减少可能的误解。第三，教师行政部门应为在线教师提供培训计划，以提高他们的能力。最后，在线教师需要适当的支持机制来解决学生在技术增强型学习环境中可能遇到的技术问题和事故。

原创性/价值

本研究进行了一项在泰国和印度尼西亚进行的原始调查，并根据数据分析和研究结果的解释报告了结果。