The Assessment on Perceived Usefulness and Satisfaction with Online Learning of Postgradute Students in Chengdu, China
DOI:
https://doi.org/10.14456/shserj.2024.41Keywords:
Service Quality, Perceived Usefulness, Confirmation, Satisfaction, Online LearningAbstract
Purpose: This study aims to assess the determinants of perceived usefulness and satisfaction among postgraduate students regarding their online learning experiences in China. The research framework for this study encompasses seven latent variables: perceived ease of use, system quality, information quality, service quality, perceived usefulness, confirmation, and satisfaction. Research design, data, and methodology: A quantitative research approach was employed in this study, involving the distribution of questionnaires to a sample of 500 postgraduate students drawn from three universities situated in Chengdu, Sichuan, China. Before the data collection, Item-Objective Congruence (IOC): This assessment was employed to establish the content validity of the questionnaire. A pilot test (n=40) was conducted to assess the reliability of the questionnaire. Confirmatory factor analysis (CFA) was applied to assess the validity of the measurement model. Structural Equation Modeling (SEM) was employed to analyze relationships among the variables. Results: Perceived ease of use and system quality significantly influence perceived usefulness. The relationship among confirmation, perceived usefulness and satisfaction is supported. Additionally, perceived usefulness significantly influences satisfaction. Nevertheless, information quality and service quality have no significant influence on perceived usefulness. Conclusions: By focusing on user-friendliness, system quality, and managing student expectations, institutions can improve perceived usefulness and overall satisfaction.
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