Determinants of Postgraduate Students of Fine Arts’ Satisfaction and Performance of e-Learning in Chengdu Region of China
DOI:
https://doi.org/10.14456/shserj.2023.22Keywords:
Online Education, Compatibility, Task-Technology Fit, Satisfaction, PerformanceAbstract
Purpose: The purpose of this study is to investigate the determinants of e-learning satisfaction and performance of fine arts’ postgraduate students in five universities in Chengdu, China. The conceptual framework proposed causal relationships between self-efficacy, perceived usefulness, perceived ease of use, compatibility, task-technology fit, satisfaction, and performance. Research design, data, and methods: The researchers used quantitative methods to distributing questionnaires to 500 respondents via offline and online channels. Judgmental, quota and convenience samplings were employed to collect the data. Before the large-scale data collection, Item Objective Congruence (IOC) Index was applied confirm content validity, and Cronbach’s Alpha reliability test was used to approve all constructs in a pilot test of 30 participants. The data were analyzed by confirmatory factor analysis and structural equation modeling to verify the goodness of fit of the model and to confirm the causal relationships between variables for hypotheses testing. Results: Perceived ease of use significant affected satisfaction and perceived usefulness. The relationship between self-efficacy, perceived ease of use and perceived usefulness was supported. Compatibility and task-technology fit significantly affected student satisfaction. Furthermore, satisfaction is a predictor of performance. Conclusion: This study recommends that office of academic affairs in higher education should improve e-learning system in order to enhance student satisfaction and performance.
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