ArticlePloS one2021
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries.
Article in PloS one, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 22 papers.
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Who cites it
22 citing papers in PubMed.
- Comparative study of 360° virtual reality and traditional two-dimensional video in nonface-to-face dental radiology classes: focusing on learning satisfaction and self-efficacy.BMC medical education · 2023Trial
- The influence of self-efficacy and satisfaction with e-learning on academic performance among nursing students: a multisite study.BMC medical education · 2026Observational
- Explaining EFL students' continuance intention to use e-learning through technology acceptance, expectation confirmation, and flow theory.Scientific reports · 2026Article
- Medical Students' Perceptions of the Learning Environment in South Asia: A Systematic Review of Quantitative Studies.Advances in medical education and practice · 2025Review
- Exploring the factors that influence academic performance in Jordanian higher education institutions.Heliyon · 2024Article
- Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic.PloS one · 2024Article
- Surviving the shift: College student satisfaction with emergency online learning during COVID-19 pandemic.World journal of psychiatry · 2023Article
- Predominant aspects of knowledge and practical skills among medical students with online learning during the COVID-19 pandemic era.Medical education online · 2023Article
- I Believe I Can Try: Self-Efficacy, Pandemic Behaviors, Coping, and Learning.Psychology learning and teaching · 2023Article
- Satisfaction of Online University Education during the COVID-19 Pandemic.Healthcare (Basel, Switzerland) · 2023Article
- Article
- Readiness and Challenges of E-Learning during the COVID-19 Pandemic Era: A Space Analysis in Peninsular Malaysia.International journal of environmental research and public health · 2023Article
- Article
- The impact of the COVID-19 pandemic on academic performance: a comparative analysis of face-to face and online assessment.Frontiers in psychology · 2023Article
- The perceived need for evidence-based COVID-19 management and Tele-education in the North-East region of India: a cross-sectional survey.Journal of community health · 2022Article
- Assessing the challenges of e-learning in Malaysia during the pandemic of Covid-19 using the geo-spatial approach.Scientific reports · 2022Article
- Virtual Learning during COVID-19: Exploring Challenges and Identifying Highly Vulnerable Groups Based on Location.International journal of environmental research and public health · 2022Article
- Répercussions de la COVID-19 sur le développement professionnel continu : la formation en ligne pour sauver la planète.Journal of obstetrics and gynaecology Canada : JOGC = Journal d'obstetrique et gynecologie du Canada : JOGC · 2022Article
- The Impact of COVID-19 on Continuing Professional Development: Go Green and Go Home?Journal of obstetrics and gynaecology Canada : JOGC = Journal d'obstetrique et gynecologie du Canada : JOGC · 2022Article
- The quantitative evaluation of subjective satisfaction with digital media in L2 acquisition in younger adults: A study from Europe, Asia, and Latin America.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
34 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic's first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher's active role in the process of online education, and the overall system quality, while the students' digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students' performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.
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