Factors affecting students' satisfaction in online learning with higher education sector in western province of Sri Lanka

Abstract

Online learning played a major role in higher education sector in Sri Lanka during COVID-19 outbreak due to the sudden closure of all educational institutes. Prior to the outbreak, majority of students in higher education sector in Sri Lanka had the experience only with traditional education system. Thus, it is vital to ensure the satisfaction of students in online learning in higher education sector in Sri Lanka. This study was conducted to determine most critical factors for students’ satisfaction in online learning in higher education sector in Western province, Sri Lanka. Main factors considered in this study were interaction, internet self- efficacy, internet self-regulated learning, lecture delivery, technology and support services. Moreover, suggestions made by students were evaluated for successful online learning implementation. Data for the study was collected during the period of March – May 2022. A questionnaire was designed using a google form and distributed among students in higher education sector in Western province via online to collect data. A combination of convenience and snowball sampling methods were used to draw the sample and sample size was 385. Behaviour of demographic variables in the study were observed through descriptive statistics and graphs. Confirmatory factor analysis (CFA) was employed together with structural equation modeling (SEM) in the analysis. It was found that only the interaction which measured between learner-learner, learner- instructor and learner-content, quality of lecture delivery and proper usage of latest technology have statistically significant impact on students’ satisfaction in online learning in higher education sector in Western province, Sri Lanka at 5% level of significance. These three factors in the model explained 58% of variation in students’ satisfaction in online learning in higher education sector in Western province, Sri Lanka. Through CFA, unidimensionality, validity and reliability of the measurement model was ensured. Most students suggested that smooth internet connection with a proper data package, sufficient lecturer – student interaction during online class and availability of quality lecture recordings lead to a successful online learning implementation.