Factors Influencing Undergraduate Students’ Satisfaction Towards Online Learning in Chongqing, China
DOI:
https://doi.org/10.14456/shserj.2024.20Keywords:
Online Learning, Information Quality, Service Quality, System Quality, SatisfactionAbstract
Purpose: With the rapid development of information technology, online teaching has gradually become an essential national education, and online instruction in universities has also been raised to a strategic height. However, there are still many areas for improvement in the extensive application of online teaching in colleges and universities. This study aims to assess the factors influencing student satisfaction, including self-efficacy, perceived usefulness, ease of use, information quality, service quality, and system quality. Research design, data, and methodology: Quantitative research is conducted by distributing questionnaire to 500 undergraduate students from Southwest University of Chongqing, China, as a sample and discusses the above factors to verify the hypothesis. This paper uses a five-point Likert scale to measure items. The Item-Objective Congruence (IOC) and pilot test (n=50) of Cronbach’s Alpha were validated before the data collection. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) are the main statistical methods. Results: Self-Efficacy has a significant influence on perceived usefulness. Satisfaction is significantly influenced by perceived usefulness, perceived ease of use, information quality, service quality, and system quality. Conclusions: The results can provide help for the management of the online education system in schools to understand the student behavior and their satisfaction with online learning.
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