Impact of e-learning service quality on student satisfaction during the Covid-19 pandemic: A systematic review

Abstract

Educational institutions around the world transitioned from face-to-face learning to online learning as a direct result of the COVID-19 pandemic. This sudden transition had grave consequences on e-learning service quality (ELSQ) and student satisfaction with online learning; however, what dimensions of ELSQ impacted student satisfaction most during the COVID-19 pandemic remain unclear. This study represents the first systematic effort reviewing and synthesizing the available literature on the relationships between the various dimensions of ELSQ and student satisfaction with online learning during the COVID-19 pandemic. We searched the databases Education Source, Education Resources Information Center, and Computer & Applied Sciences Complete for quantitative studies. The results show that ELSQ dimensions were positively associated with student satisfaction with e-learning during COVID-19 pandemic. System quality was the most commonly demonstrated predictor of student satisfaction, followed closely by instructor and course material quality. Little research has focused on the administrative and support service aspect of ELSQ. The most frequent system-related subdimensions were perceived ease of use, perceived usefulness, website design and content, responsiveness, functionality, technical support, advantages and compatibility of ICT, and information quality. The most prevalent instructor- and course-related subdimensions were the course content and design, instructor quality, student-student and student-instructor interactions, responsiveness, and instructor support.