ArticleHeliyon2024
Exploring the effects of e-learning readiness and psychological distress on graduate students' e-learning satisfaction during the COVID-19 pandemic: A descriptive study from Lebanon.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Navigating the new normal: understanding the impact of COVID-19 on e-learning readiness among nursing students in Saudi Arabia: a cross-sectional study.Scientific reports · 2025Article
- E-learning success evaluation in Lebanon during wartime: An extension of Delone and McLean IS success model.F1000Research · 2025Article
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Authors and funding
2 authors.
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Abstract
The COVID-19 pandemic triggered a substantial surge in e-learning adoption, impacting students' lives and well-being. This study investigates factors influencing student satisfaction with e-learning in Lebanon during the pandemic, with a focus on disparities between public and private education sectors. Utilizing an online survey and convenience sampling techniques, we gathered data from 307 graduate students representing both sectors. Employing regression-based methods, our study identifies instructor readiness as the most influential factor affecting e-learning satisfaction (β = 0.483, p < 0.001). Moreover, it reveals that heightened psychological distress diminishes student satisfaction (β = -0.189, p = 0.013). Additionally, students exhibit varying learning preferences, with a clear preference for hybrid (66 %) and face-to-face (27 %) learning over online alternatives (7 %). Our study concludes by emphasizing the imperative of enhancing public education sector e-learning infrastructure and providing adapted psychological services to address the impact of the COVID-19 pandemic and future crises effectively.
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