Journal of Business and Social Review in Emerging Economies Vol.

8, No 1, March 2022

Volume and Issues Obtainable at Center for Sustainability Research and

Consultancy

Journal of Business and Social Review in Emerging Economies

ISSN: 2519-089X & ISSN (E): 2519-0326
Volume 8: Issue 1 March 2022
Journal homepage: www.publishing.globalcsrc.org/jbsee

Factors Influencing Online Learner’s Satisfaction

Azam Anwar Khan, Lecturer and PhD Scholar, DHA Suffa University, Karachi, Pakistan
*Saqib Ghias, Senior Lecturer, DHA Suffa University, Karachi, Pakistan / PhD Scholar,
Institute of Business Management, Karachi, Pakistan
Muhammad Waqas, Senior Lecturer and PhD Scholar, DHA Suffa University, Karachi,
Pakistan
Nawaz Ahmad, Associate Professor Shaheed Benazir Bhutto University, Benazirabad, Pakistan

*Corresponding author’s email: saqibghias313@gmail.com

ARTICLE DETAILS ABSTRACT
History Purpose: Online education became very popular during the
Revised format: Feb 2022 COVID 19 pandemic. Teachers and students who never had
Available Online: Mar 2022
experienced online learning before had to adopt this mode of
learning and teaching because of special circumstances created by
Keywords the pandemic disease. Since it was a forced transition from
Online course content, traditional to this new mode of learning it is imperative to
Online course quality, understand the factors which lead to the satisfaction of Online
Online Learning, Online learners
Learner’s satisfaction, Design/Methodology/Approach: To understand this quantitative
Technology dimension study was conducted with a sample of 299 participants. Female
participants were 113 and male participants were 186. Survey
JEL Classification participants included Ph.D., Ms or MPhil, Masters Degree, and
D83, A20 Bachelors Degree program students. Most of the participants were
from the Bachelor's degree program. The majority of the
participants were from Karachi but some students also participated
from Kohat, Islamabad, and Shikarpur. Data was collected by
distributing questionnaires based on purposive and snowball
sampling.
Findings: Data Analysis reveals that participants (both males and
females) value the following variables learner’s computer anxiety,
course flexibility, course quality, technology dimension, perceived
usefulness, and perceived ease of use for a satisfying online learning
experience.
Implications/Originality/Value: The findings of the study can
be used by universities for designing their online education
program.

© 2022 The authors, under a Creative Commons Attribution-

NonCommercial 4.0
Recommended citation:
Khan, A.A., Ghias, S., Waqas, M. and Ahmad, N. (2022). Factors Influencing Online Learners
Satisfaction. Journal of Business and Social Review in Emerging Economies, 8 (1), 39-50

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 Journal of Business and Social Review in Emerging Economies Vol. 8, No 1, March 2022

Introduction
Educationists have always been concerned to know about student's feedback about their
educational practices. This practice started in the 1920s when it became a prevalent exercise for
universities to ask students to appraise their courses (Elena Barbera, 2013). Remmers (1930) was
the most noticeable investigator on the factors that inclined the student's evaluation of university
courses and teachers. The advancement of digital technology has brought about a change in each
sector of the economy. The educational sector saw the emergence of online learning defined as an
innovative education domain that permits new types of collaboration. Harasim (2000) pointed out
five distinctive features of online learning. 1.) Collective communication 2.) Not restricted to any
place 3.) Could be conducted at any time 4.) Learning aids include multimedia and 5.) computer-
aided communication.

Online educational course offerings have gained popularity over some time (Bocchi, Eastman,
&Swift,2004; Campbell et al.,2002). More and more graduate students and working professionals
are preferring business schools offering MBA distance learning programs which allows them to
acquire the desired skill set and at the same time continuing their jobs (Hollenbeck, Zinkhan, &
French, 2006, p. 41). Online learning offers its students flexible time management as students have
to manage their jobs, family, and education. (Mirjeta S. Beqiri, 2010). The traditional teaching
model revolves around the instructor in sharp contrast to online learning which is student-centered.
Distance learning may also be a lonely experience. In a classroom setting the students can take
immediate help from the teacher or classmates whereas the same thing does not occur in a distance
learning course due to which the student may even think of withdrawing from the course. As a
result, the online courses have to be designed with the utmost care and at the same time satisfaction
of the student from course content is also very important.

The Sloan survey of online education (2010) reveals that almost 30% of graduate and postgraduate
students take one online course (Allen & Seaman, 2010). No differences in learning outcomes were
observed when compared with traditional education. (D Shen, 2013). It has been observed by
(Chang & Smith, 2008; Noel-Levitz, 2011) that limited interaction with the teacher would lead to
a reduction in the student's satisfaction. Students who are more interactive with teachers are more
engaged in online learning as compared to others.
The necessity to research this topic arises due to the rise in Online learning worldwide as well as
due to the pandemic COVID 19 situation this mode of learning has gained popularity in third world
countries too. This research will attempt to investigate the factors which contribute towards the
learning satisfaction of students in online classes

Literature Review
The study (Landrum, Bannister, Garza, & Rhame, 2020) reveals that satisfaction of students
depend on three factors 1.) Student’s course objectives 2.) Students view of the instructor 3.)
Students anticipation of the class i.e. how the student views the class environment as conducive to
learning or not. Students learning objectives involves whether he wants to just pass the course or
get a deep understanding of a particular course. These student objectives guide and motivate him
as well as also determine how he views and interacts with the course instructor.

The study (Wei & Chou, 2020) suggests a complete structural model determine if online education
views and online learning willingness influence students’ online learning performance and course
gratification. A questionnaire was filled up by 356 participants (undergraduate students) enrolled
in an online course in Taiwan. Results indicate that students' self-confidence in the use of the
internet and inspiration for learning had a positive influence on online conversation scores and
course contentment. It was also found that students' internet usage skills had a facilitated effect on
online learning opinion and course contentment. The findings are helpful to academicians in
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designing online courses that stress internet usage skills as a pre-requisite for enrolling in online
courses.

The study (-López, -Castillo, -Leiva, & -Cabanillas, 2020) investigates the intention to use MOOC
(massive open online courses) for study purposes. Results indicate that user apparent gratification
and independent inspiration as the most significant contributors to use intention. The study also
reveals that the user observed gratification is influenced by good quality course content, its
entertainment value, and its practicality.
As indicated by literature Mohammadi (2015) as cited in (-López, -Castillo, -Leiva, & -Cabanillas,
2020), the TAM indicates that any technology which can be easily adopted without any efforts is
a key factor in determining the adoption of new technology. If students perceive online education
to be easy to use, chances are that they adopt this system and carry on to use it (Lee et al. 2009) as
cited in (-López, -Castillo, -Leiva, & -Cabanillas, 2020). Moreover, the direct impact of easy usage
on apparent effectiveness may inspire users to consider the system useful and practical. This factor
must be taken into account while designing online learning platforms so that they are very user
friendly and helpful in the learning process.

According to Fortin and Dholakia (2005) interactivity refers to the extent to which a system allows
its users to act as both transmitters and receivers of messages both in a real scenario and in online
interaction. It also involves searching for information in a way that the main variables (content,
sequence) of communication is dominated by the user.

According to Lee (2010), TPB should be incorporated in the model of e-learning acceptance, as
users have to deal with several restrictions, such as the detached environment of online setting, the
requirement of certain means and abilities (apparent behavior control), and the effect of
regularizing views or opinions arising from others anticipations (biased standards). According to
Lee (2000) both biased standards and apparent behavior control have a substantial effect on
continuing online education. This indicates if others have adopted e-learning then it is easier for
other students to adopt this mode of education.

The study (Rafiq, Hussain, & Abbas, 2020) investigates the attitudes of students towards online
learning in higher education in Pakistan. (TAM) The technology acceptance model was used and
the study was mixed-method and sequential explanatory. Quantitative data analysis reveals that the
approach of male students towards online learning is more positive as compared to female students.
In sharp contrast, the study Hussein (2010) found no noteworthy difference in the adoption of
online education on a gender basis. Another study (Liaw & Huang 2011) confirmed the findings
of the present study in which they found the male approach to online education as more positive as
compared to female students. Egboet al., (2011) found out that female students were more prone
towards online learning as compared to male counterparts. Based on both quantitative and
qualitative analysis the study (Rafiq, Hussain, & Abbas, 2020) found overall encouraging feedback
by students towards Online education.

The authors of the study (Rafiq, Hussain, & Abbas, 2020) suggest that with Government financial
support, improvement in IT infrastructure, assistance by media, students’ approach towards online
education can be very well amended. Other recommendations of the study are that teachers may be
inspired to upgrade their knowledge regarding the online education system and get suggestions as
to how to deliver good quality lectures using this new technology. Teachers' approach towards the
adoption of this technology should be molded and made more positive. All of the above-mentioned
steps will be beneficial not only for the teachers but for students too. Smooth implementation of
the online education system may be guaranteed. Internet availability for all should be ensured as
this will help students to improve their awareness and ability.

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The study (Almaiah, Al-Khasawneh, & Althunibat, 2020) reveals the factors which will aid in the
successful implementation of an online education system in the COVID 19 pandemic. The factors
identified by the study are 1.) Technological factors 2.) Quality of Online education system 3.)
Confidence in the online education system 4.) Self-confidence factors 5.) Conducive environment
or culture for the adoption of the online education system.

Theoretical/ Conceptual Framework

Learner Dimension
Learner computer
anxiety
Learner Internet Self-
Efficacy

Perceived
Instructor Dimension E-learners
Instructor response
Satisfaction
timeliness

Course Dimension
E-learning course
flexibility
E-learning course
quality

Technology
Dimension
Technology quality

Hypothesis
Hypothesis 1: Learner computer anxiety will negatively influence perceived e-Learner satisfaction
with e-Learning
Hypothesis 2: Learner Internet self-efficacy will positively influence perceived e-Learner
satisfaction with e-Learning.
Hypothesis 3: Instructor response timeliness will positively influence perceived e-Learner
satisfaction with e-Learning.
Hypothesis 4: E-Learning course flexibility will positively influence perceived e-Learner
satisfaction with e-Learning.
Hypothesis 5: E-Learning course quality will positively influence perceived e-Learner satisfaction
with e-Learning
Hypothesis 6: Technology quality will positively influence perceived e-Learner satisfaction with
e-Learning
Hypothesis 7. Learner perceived usefulness of the e-Learning system will positively influence
perceived e-Learner satisfaction with e-Learning.
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Hypothesis 8. Learners perceived ease of use of the e-Learning system will positively influence
perceived e-Learner satisfaction with e-Learning.

Methodology
Data
Primary data was collected from students who are studying in universities of Pakistan
Variables
Independent Variable Dependent Variable
Learner Dimension
Instructor Dimension
Course Dimension Perceived e-learner Satisfaction
Technology Dimension
Design Dimension

Inclusion Criteria
Only students having exposure to online education will be included in the study and students not
having online learning exposure will not be included in the study.

Data Collection Instrument

Data was collected through a questionnaire adopted from the study (Pei-Chen Sun a, 2008). This
was altered to some extent.
Sample and Sampling Technique
The sample size was 299 respondents. The sampling technique used was purposive and snowball
sampling
Data Analysis and Findings
Descriptive Statistics
University
Cumulative
Frequency Percent Valid Percent Percent
Valid DHA Suffa University 202 67.6 67.6 67.6
IOBM 14 4.7 4.7 72.2
PAF-KIET 16 5.4 5.4 77.6
ZIAUDDIN UNIVERSITY 2 .7 .7 78.3
DOW UNIVERSITY OF2 .7 .7 78.9
HEALTH SCIENCES
Karachi University 9 3.0 3.0 81.9
Bahria University 5 1.7 1.7 83.6
Institute of Professional2 .7 .7 84.3
Psychology
SMIU 13 4.3 4.3 88.6
Aga Khan University 1 .3 .3 89.0
Ripah International University 23 7.7 7.7 96.7
Shah Abdul Latif University2 .7 .7 97.3
Khairpur Campus
Comsat University Islamabad 1 .3 .3 97.7
NUST 1 .3 .3 98.0
KUST 4 1.3 1.3 99.3
Hazara University Mansehra 1 .3 .3 99.7
Maju 1 .3 .3 100.0
Total 299 100.0 100.0

Program
Cumulative
Frequency Percent Valid Percent Percent
Valid PhD 5 1.7 1.7 1.7

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Masters 41 13.7 13.7 15.4

MS or M.Phil 24 8.0 8.0 23.4
Bachelors 229 76.6 76.6 100.0
Total 299 100.0 100.0

Gender
Cumulative
Frequency Percent Valid Percent Percent
Valid Female 116 38.8 38.8 38.8
Male 183 61.2 61.2 100.0
Total 299 100.0 100.0

The total sample size of the study is 299 respondents. Females accounted for approximately 39%
of the sample size whereas males were 61%. Questionnaires were filled by Ph.D., Masters, MS/
M.Phil, and bachelor's students. The majority of the respondents approximately 77% were bachelor
students. Most of the questionnaires were filled by DHA Suffa University students approximately
68% however universities from all over Pakistan were contacted and they also participated in the
study but their contribution to the overall sample size was very minor. Total participants included
116 females and 183 males in the study accounting for 39% and 61% of the sample size.

Cronbach Alpha
Variable Name Cronbach Alpha No. of items
Learner Computer Anxiety 0.893 3
Internet Self Efficacy 0.966 4
Instructor Dimension 0.840 2
E-learning course flexibility 0.899 6
E-learning course quality 0.907 3
Technology Dimension 0.948 4
Perceived Usefulness 0.952 3
Perceived Ease of Use 0.929 3
PerceivedE-learners Satisfaction 0.761 6

The above table depicts Cronbach Alpha of all the variables. All the variables value is above the
value of 0.7 which shows that all the data gathered are reliable and good for further analysis.

Correlation (Combined Both Male and Female Participants)

Correlations
Internet_S Technolog Perceived_ Perceived_
Perceived_Satisfa Computer_ elf_efficac Instructor_Di Course_Fl Course_Q y_Dimensi Usefulnes Ease_of_u
ction Anxiety y mension exibility uality on s se
Perceived_ Pearson 1 -0.045 .286** .402** .512** .611** .415** .581** .498**
Satisfactio Correlation
n
Sig. (2- 0.435 0.000 0.000 0.000 0.000 0.000 0.000 0.000
tailed)
N 299 299 299 299 299 299 299 299 299
From the correlation table of combined (both male and female) participants, we can see that
computer anxiety does not have a relationship with perceived satisfaction as we can see from the
significance value of 0.435 which is above 0.05. The Pearson correlation value of r = -0.045 shows
a negative relationship between perceived satisfaction and learner computer anxiety. The variable
internet self-efficacy has a significant relationship with perceived satisfaction as indicated by the
p-value 0.000 which is less than 0.05. The Pearson correlation value r = 0.286 shows a weak
correlation exists between perceived satisfaction and internet self-efficacy.

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The variable instructor dimension has a positive relationship with perceived satisfaction as
indicated by the p-value of 0.000 which is less than 0.05. The Pearson correlation value r = 0.402
also shows a moderately strong correlation exists between the Instructor dimension and perceived
satisfaction. The variable course flexibility has a significant relationship with perceived satisfaction
as indicated by the p-value of 0.000 which is less than 0.05. The Pearson correlation value of 0.512
shows a moderately strong relationship between course flexibility and perceived satisfaction. The
variable course quality has a significant relationship with perceived satisfaction as indicated by the
p-value of 0.000 which is less than 0.05. The Pearson correlation value of 0.611 shows a moderately
strong relationship between course quality and perceived satisfaction.

The variable technology dimension has a significant relationship with perceived satisfaction as
indicated by the p-value of 0.000 which is less than 0.05. The Pearson correlation value of 0.415
shows a moderately weak relationship between the technology dimension and perceived
satisfaction. The variable perceived usefulness has a significant relationship with perceived
satisfaction as indicated by the p-value of 0.000 which is less than 0.05. The Pearson correlation
value of 0.581 shows a moderately strong relationship between perceived usefulness and perceived
satisfaction. The variable perceived ease of use has a significant relationship with perceived
satisfaction as indicated by the p-value of 0.000 which is less than 0.05. The Pearson correlation
value of 0.498 shows a moderately strong relationship between perceived ease of use and perceived
satisfaction.

ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 265.182 8 33.148 35.272 .000b
Residual 272.537 290 0.94
Total 537.719 298

a Dependent Variable: Perceived_Satisfaction

b Predictors: (Constant), Perceived_Ease_of_use, Computer_Anxiety, Course_Quality,

Instructor_Dimension, Internet_Self_efficacy, Course_Flexibility, Perceived_Usefulness,
Technology_Dimension

The Anova table shows the p-value = .000 which is less than 0.05 and it determines that this model
is significant. (Sekaran, RESEARCH METHODS FOR BUSINESS A Skill-Building Approach,
2003). This shows that there is a significant impact of the independent variables on the dependent
variable.
Coefficient Table Combined (Both Male and Female Participants)
Coefficients a
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.

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3 (Constant) 2.145 0.186 11.530 0.000

Computer_Anxiety -0.094 0.040 -0.103 -2.378 0.018

Course_Flexibility 0.106 0.049 0.133 2.150 0.032

Course_Quality 0.319 0.045 0.408 7.120 0.000

Technology_Dimensio -0.196 0.054 -0.268 -3.645 0.000

n

Perceived_Usefulness 0.199 0.048 0.280 4.099 0.000

Perceived_Ease_of_us 0.179 0.053 0.233 3.385 0.001

e

The above table shows the coefficients of combined participants (both males and females) in the
study. The independent variable computer anxiety, course flexibility, course quality, Technology
dimension, perceived usefulness, and perceived ease of use have a significant impact on perceived
satisfaction. All of the independent variables listed above have p-values less than 0.05 making it
significant. The negative Unstandardized Coefficient of computer anxiety (-0.094), technology
dimension (-0.196) signifies that for every 1-unit increase in the predictor variable, the outcome
variable will decrease by the beta coefficient value. From the table above we can conclude that
both the male and female participants value the following variables computer anxiety, course
flexibility, course quality, technology dimension, perceived usefulness, and perceived ease of use
in getting a satisfactory online learning experience. The following Hypothesis is accepted or
rejected

Hypothesis 1: Learner computer anxiety will negatively influence perceived e-Learner satisfaction
with e-Learning
Hypothesis 1 (Result): This hypothesis is accepted as we can see the p-value of 0.018 is less than
the sig value of 0.05 and the negative unstandardized Beta coefficient indicates the negative
influence of learner computer anxiety on perceived e-Learner satisfaction.
Hypothesis 2: Learner Internet self-efficacy will positively influence perceived e-Learner
satisfaction with e-Learning.
Hypothesis 2 (Result): This hypothesis is rejected as we do not see any sig value on Internet self-
efficacy in the regression third model. Therefore this hypothesis is rejected.
Hypothesis 3: Instructor response timeliness will positively influence perceived e-Learner
satisfaction with e-Learning.
Hypothesis 3 (Result): This variable was referred to by the Instructor dimension in the model. As
we can see that there is no mention of this in the final coefficient summary so we reject this
hypothesis.
Hypothesis 4: E-Learning course flexibility will positively influence perceived e-Learner
satisfaction with e-Learning.
Hypothesis 4 (Result): This hypothesis is accepted as we can see the p-value of 0.032 is less than
the sig value of 0.05 and the positive unstandardized Beta coefficient (0.106) indicates the positive
influence of course flexibility on perceived e-Learner satisfaction.
Hypothesis 5: E-Learning course quality will positively influence perceived e-Learner satisfaction
with e-Learning
Hypothesis 5 (Result): This hypothesis is accepted as we can see the p-value of 0.000 is less than
the sig value of 0.05 and the positive unstandardized Beta coefficient (0.319) indicates the positive
influence of course flexibility on perceived e-Learner satisfaction
Hypothesis 6: Technology quality will positively influence perceived e-Learner satisfaction with
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e-Learning
Hypothesis 6 (Result): This hypothesis is accepted as we can see the p-value of 0.000 is less than
the sig value of 0.05 and the negative unstandardized Beta coefficient (-0.196) indicates the
negative influence of technology quality on perceived e-Learner satisfaction
Hypothesis 7. Learner perceived usefulness of the e-Learning system will positively influence
perceived e-Learner satisfaction with e-Learning.
Hypothesis 7 (Result): This hypothesis is accepted as we can see the p-value of 0.000 is less than
the sig value of 0.05 and the positive unstandardized Beta coefficient (0.199) indicates the positive
influence of perceived usefulness on perceived e-Learner satisfaction

Hypothesis 8. Learners perceived ease of use of the e-Learning system will positively influence
perceived e-Learner satisfaction with e-Learning

Hypothesis 8 (Result): This hypothesis is accepted as we can see the p-value of 0.001 is less than
the sig value of 0.05 and the positive unstandardized Beta coefficient (0.179) indicates the positive
influence of perceived ease of use on perceived e-Learner satisfaction

Conclusion, Limitation, and Recommendations

Online education became very popular during COVID 19 in Pakistan. This pandemic triggered all
institutions to move towards the online education system. Online education has its benefits and
limitations. Since this is the very first time that such a new situation was created worldwide forcing
every higher education to follow this method of learning. It was very imperative to understand the
factors which contribute to students' satisfaction in online learning. This study was conducted to
know the factors which contribute to online learners' satisfaction. A total of 299 students
participated in the study. A questionnaire adapted from the study (Sun P. -C., Tsai, Finger, Chen,
& Yeh, 2008) with certain amendments were distributed in different universities of Karachi
(Majority) and outside Karachi (Islamabad, Kohat, etc) (minor) through purposeful sampling and
snowball sampling. After analysis, the following factors computer anxiety, course flexibility,
course quality, technology dimension, perceived usefulness, and perceived ease of use were
considered very important in getting a satisfactory online learning experience. Samples of students
included both males, female students enrolled in Ph.D., MS or M.Phil, Masters, and Bachelors
program. The majority of the students were from the bachelor's program. After giving a combined
conclusion we have also bifurcated the conclusion concerning gender i.e. what factors are preferred
by male participants for a satisfactory online learning experience which according to our results
are computer anxiety, course quality, and perceived usefulness, in getting a satisfactory online
learning experience.

As far as female participants are concerned the following variables course quality, technology
dimension, perceived usefulness, and perceived ease of use were preferred in getting a satisfactory
online learning experience.

Recommendations
From the above study, it is concluded that the students prefer the following variables computer
anxiety, course flexibility, course quality, technology dimension, perceived usefulness, and
perceived ease of use in getting a satisfactory online learning experience. Online education has
been adopted in Pakistan in an emergency like situation but now universities all over the world are
aware that in the future any other disaster or pandemic can happen and these universities have to
make alternate plans for continued education. This study provides insight into the factors which
are favored by students for a satisfactory online learning experience. Universities can adopt all the
variables for conducting a good online education program. Moreover, this study was conducted by
sending google questionnaires to different students and contacts and there was difficulty
encountered in getting the required target questionnaires filled. It is, therefore, felt that a fresh study
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can be again conducted once the universities resume in a normal way as face to face contact will
allow the researcher to motivate students and getting the questionnaire filled in a better manner.
Moreover, qualitative research work should also be carried out and more stakeholders like faculty
members, students, university authorities all should be interviewed to find out their concerns and
recommending best practices for promoting online education program.

Limitation
This study was conducted in a four-month period which is quite small to carry out such a research
project. Since physical interaction was negligible every questionnaire was sent online and it took a
lot of time for the researcher to complete the required number of questionnaires filled. More in-
depth qualitative and quantitative studies can be conducted to better understand the factors which
satisfy learners in Online education.

Future Research
This research paper was written to fulfill the requirement of a course in a brief period of four
months. Online education is in a nascent stage in Pakistan and to prosper more research both on
qualitative and quantitative side is needed. Future research may include independent variables such
as internet quality, infrastructure for digitization of education, faculty training and other variables
as research suggests.

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