The Role of Teaching Methods and Self-Efficacy in Strengthening the Link Between Perceived Quality Online Learning, Learner Satisfaction, and Continuation Intention in Developing Countries

Nozha Erragcha; Abu Elnasr Sobaih

doi:10.3991/ijim.v20i19.63099

Authors

Nozha Erragcha University of Jendouba, Jendouba, Tunisia
Abu Elnasr Sobaih King Faisal University, Al-Ahsa, Saudi Arabia https://orcid.org/0000-0002-2730-689X

DOI:

https://doi.org/10.3991/ijim.v20i19.63099

Keywords:

Perceived quality, satisfaction, continuation intention, self-efficacy, objectivism, constructivism

Abstract

This study empirically tests the role of teaching methods and self-efficacy in the link between perceived quality of online learning, learner satisfaction, and continuance intention. Therefore, a sample of 438 participants in a laboratory experiment on an online learning platform called “Dokeos” was examined. A structural equation method via AMOS was used to test causal relationships and multi-group analyses to estimate the same structural model on two groups of individuals to measure the moderation effects of self-efficacy and learning methods. The results showed that perceived quality of online learning has a positive and significant effect on satisfaction with online learning, and this effect varies based on moderating effects of self-efficacy and pedagogical approaches. Likewise, satisfaction was found to positively impact the intention to continue online learning. The research results have provided a set of theoretical and managerial recommendations on the design of educational platforms.

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