Examining Significant Fators of Satisfaction And Performance with Online Learning Among Graduate Students in Chengdu, China
DOI:
https://doi.org/10.14456/shserj.2024.60Keywords:
Trust, Satisfaction, Behavioral Intention, Performance, Online LearningAbstract
Purpose: The aim of this study is to investigate the factors that impact students' satisfaction with and effectiveness of online learning within the context of four universities closely affiliated with the Ministry of Education in Chengdu. Within this research framework, we have selected seven latent variables for in-depth analysis: perceived usefulness, perceived ease of use, perceived quality, trust, satisfaction, behavioral intention, and performance. Research design, data, and methodology: The study was executed using a quantitative survey methodology by the researchers. A comprehensive on-site questionnaire survey was administered to 500 graduate students who had previous online learning experience within four universities in Chengdu. The sampling process incorporated judgmental, stratified random, and convenience sampling methods. In terms of statistical techniques, this study made use of confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: Perceived usefulness, perceived ease of use, perceived quality, and trust exert significant influences on satisfaction. Additionally, satisfaction plays a significant role in shaping behavioral intention and performance. However, it is worth noting that perceived ease of use does not significantly impact perceived usefulness. Conclusions: Educational institutions and policymakers should take these findings into consideration when designing and implementing online learning programs.
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