Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka

This quantitative study investigated the determinants of students’ satisfaction with their online learning experience at Sri Lankan universities during the COVID-19 pandemic. The data was collected from 1376 undergraduates enrolled in various courses in humanities and social sciences at three state-...

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Bibliographic Details
Published in:Sustainability 2021-11, Vol.13 (21), p.11749
Main Authors: Hettiarachchi, Sujeewa, Damayanthi, BWR, Heenkenda, Shirantha, Dissanayake, DMSLB, Ranagalage, Manjula, Ananda, Lalith
Format: Article
Language:English
Subjects:
Beliefs, opinions and attitudes
College students
Colleges & universities
COVID-19
Distance learning
Education
Educational aspects
Epidemics
Health aspects
Independent variables
Internet
Learning
Methods
Motivation
Multivariate statistical analysis
Online education
Online instruction
Social sciences
Sri Lanka
Students
Sustainability
Teaching
Technology application
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Summary:This quantitative study investigated the determinants of students’ satisfaction with their online learning experience at Sri Lankan universities during the COVID-19 pandemic. The data was collected from 1376 undergraduates enrolled in various courses in humanities and social sciences at three state-owned universities in the country. The results of the Structural Equation Modeling (SEM) revealed that the independent variables of the model, namely perceived learner motivation, perceived challenges of e-learning, and interaction significantly affected students’ satisfaction with their new online learning experience. Out of the three variables, learner motivation exerted the strongest effect on students’ satisfaction, implying the crucial role self-regulated learning—characterized by motivation—plays in online learning environments. The study has several implications for both creating and ensuring the long-term sustainability of productive and student-friendly online learning spaces in higher education.
ISSN:2071-1050
2071-1050
DOI:10.3390/su132111749