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Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka

Author

Listed:
  • Sujeewa Hettiarachchi

    (International Center for Multidisciplinary Studies, Faculty of Humanities and Social Sciences, University of Sri Jayewardenepura, Nugegoda 10250, Sri Lanka)

  • BWR Damayanthi

    (International Center for Multidisciplinary Studies, Faculty of Humanities and Social Sciences, University of Sri Jayewardenepura, Nugegoda 10250, Sri Lanka)

  • Shirantha Heenkenda

    (International Center for Multidisciplinary Studies, Faculty of Humanities and Social Sciences, University of Sri Jayewardenepura, Nugegoda 10250, Sri Lanka)

  • DMSLB Dissanayake

    (Department of Environmental Management, Faculty of Social Sciences and Humanities, Rajarata University of Sri Lanka, Mihintale 50300, Sri Lanka)

  • Manjula Ranagalage

    (Department of Environmental Management, Faculty of Social Sciences and Humanities, Rajarata University of Sri Lanka, Mihintale 50300, Sri Lanka)

  • Lalith Ananda

    (International Center for Multidisciplinary Studies, Faculty of Humanities and Social Sciences, University of Sri Jayewardenepura, Nugegoda 10250, Sri Lanka)

Abstract

This quantitative study investigated the determinants of students’ satisfaction with their online learning experience at Sri Lankan universities during the COVID-19 pandemic. The data was collected from 1376 undergraduates enrolled in various courses in humanities and social sciences at three state-owned universities in the country. The results of the Structural Equation Modeling (SEM) revealed that the independent variables of the model, namely perceived learner motivation, perceived challenges of e-learning, and interaction significantly affected students’ satisfaction with their new online learning experience. Out of the three variables, learner motivation exerted the strongest effect on students’ satisfaction, implying the crucial role self-regulated learning—characterized by motivation—plays in online learning environments. The study has several implications for both creating and ensuring the long-term sustainability of productive and student-friendly online learning spaces in higher education.

Suggested Citation

  • Sujeewa Hettiarachchi & BWR Damayanthi & Shirantha Heenkenda & DMSLB Dissanayake & Manjula Ranagalage & Lalith Ananda, 2021. "Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka," Sustainability, MDPI, vol. 13(21), pages 1-24, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:11749-:d:663787
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    References listed on IDEAS

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    1. Papia Bawa, 2016. "Retention in Online Courses," SAGE Open, , vol. 6(1), pages 21582440156, January.
    2. Sanchez-Franco, Manuel J., 2009. "The Moderating Effects of Involvement on the Relationships Between Satisfaction, Trust and Commitment in e-Banking," Journal of Interactive Marketing, Elsevier, vol. 23(3), pages 247-258.
    3. Tinggui Chen & Lijuan Peng & Bailu Jing & Chenyue Wu & Jianjun Yang & Guodong Cong, 2020. "The Impact of the COVID-19 Pandemic on User Experience with Online Education Platforms in China," Sustainability, MDPI, vol. 12(18), pages 1-31, September.
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    Cited by:

    1. Annchen Mielmann, 2021. "Being Innovative in Running an Online Food Research Project in Consumer Sciences during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(24), pages 1-22, December.
    2. Abdullatif A. AlMunifi & Mohammed S. Alfawzan, 2023. "Back to the New Normal in Engineering Education towards Student-Centered Learning: Remote? In Person? Hybrid?," Sustainability, MDPI, vol. 15(18), pages 1, September.
    3. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education," Sustainability, MDPI, vol. 14(9), pages 1-23, April.

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