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Home»Articles»E-Learning Delivery Methods: Predictors of Satisfaction by Students of Nigerian Universities

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Asian Review of Social Sciences (ARSS)

Editor Dr. Lakshmi Narayanan
Print ISSN : 2249 – 6319
Frequency : Quarterly

E-Learning Delivery Methods: Predictors of Satisfaction by Students of Nigerian Universities

Author : Janet O. Adekannbi
Volume 8 No.3 July-December 2019 pp 8-14

Abstract

Learners’ satisfaction is an important factor to the success of any e-learning programme. This study presents findings from students’ assessment of the e-learning platforms used at Distance Learning Centre University of Ibadan, Nigeria. Survey design was used. Data was collected from 351 students in 100 and 200 levels of the Centre using the questionnaire. Frequency and percentage distribution were used for descriptive statistics, while, multiple regression was performed to test the hypotheses. The results showed that Information quality, system quality and service quality were not significant predictors of student’s satisfaction except with the Email where information and service quality influenced overall satisfaction. Challenges to students’ use of the platforms include inadequate power supply, poor telecommunication network, high cost of self-provided power supply and high cost of owning and maintaining e-learning devices.

Keywords

E-learning Delivery Methods, Satisfaction, Distance Learning, Delone and Mclean IS Model

Full Text:

References

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[2] Ali, A. & Ahmad, I. (2011). Key factors for determining students‟ satisfaction in distance learning courses: A study of Allama Iqbal Open University. Journal of Contemporary Educational Technology, 22(2), 118-134.

[3] Alreck, P.L. & Settle, R.B. (1995) The Survey Research Handbook, 2nd edition. Chicago:Irwin.

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[5] Delone, W.H. & Mclean, E.R. (1992). Information systems success: The quest for the dependent variable. Information Systems Research, 50(2), 60–95.

[6] DeLone, W.H. & McLean, E.R. (2003). The DeLone and McLean model of information systems success: A ten-year update. Journal of Management Information Systems, 19(4), 9–30.

[7] Engelbrecht, E. (2005). Adapting to changing expectations: Postgraduate students‟ experience of an e-learning tax program. Computers and Education, 45(2), 217–229.

[8] Gay, L.R. & Diehl, P.L. (1992). Research Methods for Business and Management. New York:Macmillan.

[9] Iftakhar, S. (2016). Google classroom: What works and how? Journal of Education and Social Sciences, 3, 12-18.

[10] Ilechukwu, L.C. (2013). The assessment of utilization of e-Learning opportunities for effective teaching and learning of religion in Nigerian tertiary institutions. European Journal of Educational Studies, 5(3), 343-359.

[11] Koivumaki, T., Ristola, A., & Kesti, M. (2008). The effects of information quality of mobile information services on user satisfaction and service acceptance–empirical evidence from Finland. Behaviour & Information Technology, 27(5), 375-385.

[12] Kranzow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. Journal of Online Learning and Teaching, 9(1), 131-139.

[13] Laumer, S., Maier, C., & Weitzel, T. (2017). Information quality, user satisfaction, and the manifestation of workarounds: A qualitative and quantitative study of enterprise content management system users. European Journal of Information Systems, 1-28. doi: 10.1057/s41303-016-0029-7

[14] Liaw, S.S. (2008). Investigating students‟ perceived satisfaction, behavioral intention, and effectiveness of e-Learning: A case study of the Blackboard system. Computers & Education, 51(2), 864–873.

[15] Machado-Da-Silva, F. N., Meirelles, F. D. S., Filenga, D., & Brugnolo F. M. (2014). Student satisfaction process in virtual learning system: Considerations based in information and service quality from Brazil‟s experience. Turkish Online Journal of Distance Education, 15(3), 122-142.

[16] Olatokun, W.M & Mala, A. (2011). Assessing students‟ satisfaction with an e-learning system: The case of National Open University of Nigeria. Africa Journal of Computer & ICTs, 5(4), 127-142.

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[20] Sun, P., Tsai, R.J., Finger, G., Chen, Y. & Yeh, D. (2007). What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers and Education, 50(4), 1183-1202

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Asian Review of Social Sciences (ARSS) is a quarterly international peer-reviewed journal of Social Sciences. One of the objectives of this journal is to disseminate knowledge on various research issues connected with the topics include, but are not limited to:

Anthropology
Archaeology
Business Administration
Communication
Criminology
Economics
Education
Government

Linguistics
International Relations
Political Science
Sociology
Geography
History
Law
Psychology

Learners’ satisfaction is an important factor to the success of any e-learning programme. This study presents findings from students’ assessment of the e-learning platforms used at Distance Learning Centre University of Ibadan, Nigeria. Survey design was used. Data was collected from 351 students in 100 and 200 levels of the Centre using the questionnaire. Frequency and percentage distribution were used for descriptive statistics, while, multiple regression was performed to test the hypotheses. The results showed that Information quality, system quality and service quality were not significant predictors of student’s satisfaction except with the Email where information and service quality influenced overall satisfaction. Challenges to students’ use of the platforms include inadequate power supply, poor telecommunication network, high cost of self-provided power supply and high cost of owning and maintaining e-learning devices.

Editor-in-Chief
Dr. Lakshmi Narayanan
Department of Social Sciences, College of Arts and Applied Sciences, Dhofar University, Oman
[email protected]
Editorial Advisory Board
Dr. Mashitah Binti Hamidi
Department of Social Administration and Justice, University of Malaya, Malaysia
[email protected]
Dr. Jillian Ooi Lean Sim
Department of Geography, University of Malaya, Malaysia
[email protected]
Dr. Haris Bin Abd Wahab
Department of Social Administration and Justice, University of Malaya, Malaysia
[email protected]
Dr. Mohana Dass Ramasamy
Department of Indian Studies, University of Malaya, Malaysia
[email protected]
Dr. Ma Tin Cho Mar @ Noorjahan Bi Bi
Department of South East Asian Studies, University of Malaya, Malaysia
[email protected]
Dr. Asbah Binti Razali
Department of Anthropology and Sociology, University of Malaya, Malaysia
[email protected]
Dr. Azharudin Bin Mohamed Dali
Department of History, University of Malaya, Malaysia
[email protected]
Dr. Hasmah Binti Zanuddin
Department of Media Studies, University of Malaya, Malaysia
[email protected]

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    Table of Contents

    Editorial Note

    Editorial Dr. Lakshmi Narayanan

    Editor-in-Chief
    Dr. Lakshmi Narayanan
    Department of Social Sciences, College of Arts and Applied Sciences, Dhofar University, Oman
    [email protected]
    Editorial Advisory Board
    Dr. Mashitah Binti Hamidi
    Department of Social Administration and Justice, University of Malaya, Malaysia
    [email protected]
    Dr. Jillian Ooi Lean Sim
    Department of Geography, University of Malaya, Malaysia
    [email protected]
    Dr. Haris Bin Abd Wahab
    Department of Social Administration and Justice, University of Malaya, Malaysia
    [email protected]
    Dr. Mohana Dass Ramasamy
    Department of Indian Studies, University of Malaya, Malaysia
    [email protected]
    Dr. Ma Tin Cho Mar @ Noorjahan Bi Bi
    Department of South East Asian Studies, University of Malaya, Malaysia
    [email protected]
    Dr. Asbah Binti Razali
    Department of Anthropology and Sociology, University of Malaya, Malaysia
    [email protected]
    Dr. Azharudin Bin Mohamed Dali
    Department of History, University of Malaya, Malaysia
    [email protected]
    Dr. Hasmah Binti Zanuddin
    Department of Media Studies, University of Malaya, Malaysia
    [email protected]

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