Factors Affecting Nursing Student’s Satisfaction with E- Learning Experience in King Khalid University, Saudi Arabia

Abstract

Background; t he use of information technology and the internet as teaching and learning tool is rapidly expanding into today’s learning environments. Education institutions in the Kingdom of Saudi Arabia (KSA) are preparing students for a rapidly changing information and technology driven world. The KSA needs graduates who are ready for the workplace and who have a high level of knowledge and confidence in the use of technology to help them in their lifelong learning. Since e- learning is conducted using the Internet and World Wide Web, the learning environment becomes more complicated. Students’ initial perceived satisfaction with technology-based e- learning will determine whether they will use the system continually. So this study aimed to assess perceived e-learner satisfaction and investigate the preceding factors influence on nursing students’ satisfaction with e-learning experience in King Khalid University. Subjects: A convenience sample of 135 female nursing students affiliated to University Center for Female Studies, King Khalid University was enrolled in this study. Tool: data were collected by using three tools. The first was concerned with collecting data related to sample characteristics, the second concerned with identifying the factors that may affect the e–learner satisfaction with e–learning. The third concerned with measuring the learner satisfaction with e–learning. Results; revealed that 61.5% of participant students were unsatisfied with their e-learning experience and learner attitude towards computer, learners’ computer anxiety, e-learning course flexibility, e- learning course quality, technology quality, perceived usefulness, perceived ease of use, diversity in assessment, and learner perceived interaction with others were the critical factors affecting learners’ perceived satisfaction. Recommendation &implications: Helping students build their confidence in using computers will make e- learning more enjoyable. Also course content should be relevant, logically organized, easy to use, carefully designed, and presented sparingly. The results show institutions how to improve learner satisfaction and further strengthen their e- learning implementation. Key words: E-learning, E- learner Satisfaction, Factors Affecting E- learner Satisfaction.

Full text

International Journal of Learning & Development
ISSN 2164-4063
2012, Vol. 2, No. 2
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Factors Affecting Nursing Student‘s Satisfaction with
E- Learning Experience in King Khalid University,
Saudi Arabia
Wafaa Gameel Mohamed Ali
Assist. Prof of Adult Care Nursing, Faculty of Nursing, Mansoura University, and affiliated to
Faculty of Nursing, King Khalid University as Assist. Prof of Medical Surgical Nursing,
E- mail: drwafaaali@yahoo.com
Accepted: February 5, 2012 Published: April 21, 2012
Doi:10.5296/ijld.v2i2.1666 URL: http://dx.doi.org/10.5296/ijld.v2i2.1666
Abstract
Background; the use of information technology and the internet as teaching and
learning tool is rapidly expanding into today‘s learning environments. Education institutions in
the Kingdom of Saudi Arabia (KSA) are preparing students for a rapidly changing information
and technology driven world. The KSA needs graduates who are ready for the workplace and
who have a high level of knowledge and confidence in the use of technology to help them in
their lifelong learning. Since e- learning is conducted using the Internet and World Wide Web,
the learning environment becomes more complicated. Students‘ initial perceived satisfaction
with technology-based e- learning will determine whether they will use the system continually.
So this study aimed to assess perceived e-learner satisfaction and investigate the preceding
factors influence on nursing students‘ satisfaction with e-learning experience in King Khalid
University. Subjects: A convenience sample of 135 female nursing students affiliated to
University Center for Female Studies, King Khalid University was enrolled in this study. Tool:
data were collected by using three tools. The first was concerned with collecting data related to
sample characteristics, the second concerned with identifying the factors that may affect the
e–learner satisfaction with e–learning. The third concerned with measuring the learner
satisfaction with e–learning. Results; revealed that 61.5% of participant students were
unsatisfied with their e-learning experience and learner attitude towards computer, learners‘
computer anxiety, e-learning course flexibility, e- learning course quality, technology quality,
perceived usefulness, perceived ease of use, diversity in assessment, and learner perceived
interaction with others were the critical factors affecting learners‘ perceived satisfaction.
Recommendation &implications: Helping students build their confidence in using computers

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will make e- learning more enjoyable. Also course content should be relevant, logically
organized, easy to use, carefully designed, and presented sparingly. The results show
institutions how to improve learner satisfaction and further strengthen their e- learning
implementation.
Key words: E-learning, E- learner Satisfaction, Factors Affecting E- learner Satisfaction.
Introduction:
Technology has inevitably become the most powerful tool in almost every aspect of
human‘s daily life. Technology is regarded as a major revolution and this has a significant
impact on education. The use of Information Technology (IT) and the Internet are the new
paradigm of learning in 21st century. These technological advancements allow people to easily
access, gather, analyze, and transfer data & knowledge. This makes it possible for them to
function as teachers, study-mates and more importantly, as tools to improve entire teaching and
learning process (1). Learning communities have evolved from the traditional classroom to
online distance education settings in which students come together in a virtual environment to
exchange ideas, solve problems, explore alternatives, and create new meanings along a
connected journey (2-3).
Furthermore e-learning is a useful tool for enhancing the quality of teaching and
learning. It is an ―innovative approach to education delivery via electronic forms of
information that enhance the learner‘s knowledge and skills (4). Arbaugh (2002) (5) defined
e-learning as the use of the Internet by users to learn specific content. Other researchers define
e-learning as using modern Information and Communications Technology (ICT) and
computers to deliver instruction, information, and learning content (6). In nursing education, the
move toward integrating distance education and Web-based learning into curricula continues
as students and faculty experience the effects of distance education technologies on teaching
and learning. Just as in classroom settings, nursing programs delivered by distance education
can involve students as co participants who shape learning through inquiry (7).
Advantages of e-learning for learners include increase accessibility to information,
better content delivery, personalized instruction, content standardization, accountability,
on-demand availability, self-pacing, interactivity, confidence, and increased convenience.
Among other benefits for faculty, e-learning reduces costs because it reduces classroom and
facilities cost, training cost, travel cost, printed materials cost, and labor cost. Also it enables a
consistent delivery of content, improves tracking, and information overload. (8-11).
Despite these benefits, e-learning has a higher drop-out rate than traditional delivered
instruction (10). Little is known about why some users stop their online learning after their initial
experience. Information system research clearly shows that user satisfaction is one of the most
important factors in assessing the success of system implementation (12). In an e-learning
environment, several factors account for users‘ satisfaction. Those factors can be categorized
into six dimensions: student, teacher, course, technology, system design, and environmental
dimension (5, 13-18).
Under the six dimensions previously identified, thirteen factors were involved. In the
learner dimension those factors are learner attitude toward computers, learner computer
anxiety, and learner Internet self-efficacy E- learning course flexibility, e- learning course
quality in the course dimension are identified. The technology dimension factors were

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technology quality and Internet quality. Finally, perceived usefulness and perceived ease of use
were identified in design dimension and diversity in assessment and learner perceived
interaction with others in the environmental dimension (19).
Because of E-learning depends mainly on the use of computers as assisting tools, a
more positive attitude toward IT will result in more satisfied and effective learners in an
e-learning environment. In reverse, computer anxiety and fears of computer usage would
certainly hamper learning satisfaction (16). Barbeite & Weiss, (2004) (20) stated that computer
anxiety is ‗‗an emotional fear of potential negative outcomes such as damaging the equipment
or looking foolish‘‘. Users‘ anxiety is different from attitude which represents beliefs and
feelings toward computers (19). Self-efficacy is individuals‘ inclination toward a particular
functional aspect. It is an evaluation for effects and the possibility of success before performing
a task (21). Learners with high self-efficacy are more confident in accomplishing e- learning
activities and improving their satisfaction (19).
The quality of e- learning courses is also considered a significant factor in learner
satisfaction. Participation and satisfaction of e-learners are facilitated due to e-learning
courses‘ flexibility in time, location, and methods (5, 22). In addition to the virtual characteristics
of e-learning, including online interactive discussion and brainstorming, multimedia
presentation for course materials, and management of learning processes, assist learners in
establishing learning models effectively and motivating continuous online learning. Therefore
the quality of well-designed e-learning programs is the precedent factor for learners when
considering e-learning (16). The definition of e-learning course flexibility is learners‘ perception
of the efficiency and effects of adopting e-learning in their working, learning, and commuting
hours. Several researchers indicate that technology quality and Internet quality significantly
affect satisfaction in e-learning (16; 23). A software tool with user-friendly characteristics, such
as learning and memorizing few simple ideas and meaningful keywords, demands little effort
from its users. Users will be willing to adopt such a tool with few barriers and satisfaction will
be improved. Therefore, the higher the quality and reliability in IT, the higher the learning
effects will be (16). Also previous studies confirmed that the more learners‘ perceive usefulness
and ease of use in courses delivering media, such as course websites and file transmitting
software, the more positive their attitudes are toward e-Learning, consequently improving their
learning experiences and satisfaction, and increasing their chances for using e- learning in the
future (2, 13, 24). Learner perceived usefulness in an e-learning system is defined as the
perception of degrees of improvement in learning effects because of adoption of such a system.
Perceived ease of use in an e-learning system is learners‘ perception of the ease of adopting an
e-learning system.
Furthermore proper feedback mechanisms are important to e-learners. Environmental
variables such as diversity in assessment and perceived interaction with others considerably
influence e-learning satisfaction (17). The use of different evaluation methods in an e-learning
system causes users to think that a connection is established between them and the instructors,
and their learning efforts are properly assessed. In a virtual learning environment, interactions
between learners and others or course materials can help solve problems and improve progress.
Interacting electronically could improve learning effects (16, 25). Many researchers agree that

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interactive instructional design is an essential factor for learning satisfaction and success (26,
19). There are three kinds of interactions in learning activities: students with teachers, students
with materials, students with students. Without clear interactions between teachers and
students, learners are more prone to distractions and difficulty concentrating on the course
materials (27).
Finally, education institutions in the Kingdom of Saudi Arabia (KSA) are preparing
students for a rapidly changing information and technology driven world. The KSA needs
graduates who are ready for the workplace and who have a high level of knowledge and
confidence in the use of technology to help them in their lifelong learning. Since e- learning is
conducted using the Internet and World Wide Web, the learning environment becomes more
complicated. Perceived e-Learner satisfaction is widely used in evaluating effects of learning
environments and activities both academically and practically (28). Also, it is used as a key
indicator of whether or not learners would continue to adopt a learning system (5). This study
intends to assess e- learning effects through measuring learner satisfaction and investigate the
preceding factors‘ influences on their satisfaction.
Aims of the study:
The present study aimed to assess perceived e-learner satisfaction level and investigate
the preceding factors influence on nursing students‘ satisfaction with e-learning experience in
King Khalid University.
Subjects and Methods:
Research design; Descriptive exploratory design was used
Setting:
The study was conducted at the Faculty of Nursing, King Khalid University, Saudi
Arabia.
Subjects:
A convenience sample of 135 nursing students from the faculty of nursing, King Khalid
University was enrolled in this study. All levels of the academic year 1432- 1433 were
represented in this study. It comprised 28 students from 7th level, 45 students from the 5th
level, 24 students from the 4th level, and 38 from the 3rd level. All study subject experience e
learning through one course or more.
Tool of data collection
The data were collected by using three tools.
The first tool is concerned with collecting data related to student academic level, title and
number of course take it through e learning, and if she prefer to study again through e learning
or not.
The second tool is a self administered questionnaire, developed by (19). It concerned with
investigating the factors that may affect the e-learner satisfaction with e-learning. It consistent
of 68 items with response options of strongly disagrees, disagree, uncertain, agree, and strongly
agree except for learner internet self- efficacy subscale the response options were not at all
confident (0), moderately confident (.5), and totally confident (1). Positive items are scored one
(strongly disagree) to five (strongly agree). Scores are reversed for negative items. The

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questionnaire divided into 11 subscales namely as a following: learner attitude toward
Computers (8 items), learner computer anxiety (4 items), learner internet self- efficacy (12
items), E- learning course flexibility (8 items), learning course quality (3 items), technology
quality (4 items), internet quality (4 items), Design dimension Perceived usefulness (3 items),
Perceived ease of use (2 items), Environmental dimension Diversity in assessment (1item),
Learner Perceived interaction with Others (9 items).
The third tool is developed by Arbaugh (2000) (22) and concerned with measuring the
level of learner satisfaction with E – Learning and consistent of 9 items with response options
of strongly disagrees, disagree, uncertain, agree, and strongly agree. Positive items were scored
one (strongly disagree) to five (strongly agree) but scores were reversed for negative items. The
levels of learner satisfaction were classified as follow; unsatisfied ≥ 60% and satisfied ˂ 60 %
of the total score of e-learning satisfaction scale.
Methods of data collection
1- An official approval was obtained from the Dean of the Faculty of Nursing King
Khalid University after explanation of study‘ aim.
2- The second and third tools were translated into Arabic by researcher
3- A jury of 5 experts in the field of nursing was done to ascertain the content validity of
the tools and necessary modifications were carried out accordingly.
4- A pilot study was carried out on 10 nursing students were chosen randomly to ensure the
clarity and applicability of the tools.
5- The second and third tools were tested for its reliability after translation. Test and
retest reliability was computed using a small sample of nursing students (10) and it
was satisfactory for research purposes (r=0.83 and 87).
6- Data were collected through interviewing the students. Each student took 5-10 minutes
to complete the questionnaires. The researchers take verbal consent from the
participants after explanation of the purpose of the study.
7- The study questionnaire was distributed late by the end of the first semester of the
academic year 2011-2012.
8-
Data Analysis
Data was analyzed using statistical Package for social sciences version 15.0.
Descriptive statistics were used to analyze the demographic data and data related to study
variables. Pearson correlation was used to test the relationship between perceived e-learner
satisfaction and factors assumed to affect e-learning student satisfaction.
Results:
Table (1) shows the distribution of subjects according to their demographic characteristics. As
shown the sample consisted of 135 students; third of the sample (33.4%) from the 5th level and
more than half of the sample (50.6%) did not prefer to use E learning in their nursing study
again while the next half did. Also 56.4% of the sample had 3 courses or more through Black
board and most of them take medical surgical course through Black board.
Table 2; shows the descriptive statistics of the factors affecting e-learning experience as
perceived by nursing students and perceived e-learner satisfaction. It showed that the high
percentage (75.1%) was for learner internet self- efficacy as perceived by participants followed

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by learner attitude toward computers 65.3%. This means that the majority of participants‘
scored high in those subscales. On the other hand, the least percentage 52.9% was for E-
learning course quality. This means that the majority of the sample perceived that the E-
learning courses they pass had moderate quality. In relation to perceived e-learner satisfaction,
the majority of participants‘ scores were around the half (53.3%).
Table 3; represent the relationship between dependent variable (perceived e- learner
satisfaction) and the independent variables in the study (factors may affect e- learner
satisfaction). It showed that there was a positive relationship between learner attitude toward
computers and student‘s satisfaction with E- Learning ((r= .188*) but there was a strong
negative relationship between student‘s computer anxiety and student‘s satisfaction with E-
Learning (-.278**). Also it showed a strong positive relationship between student‘s level of e-
learning satisfaction and e- learning course flexibility, e- learning course quality, technology
quality, perceived usefulness, perceived ease of use, diversity in assessment, and learner
perceived interaction with others values of (r) were .557**, .656**, .405**, .408**, .363**,
.459**, and .259**, respectively.
Figure 1: represents participant students‘ perceived e-learning satisfaction levels. As shown
more than half of participants (61.5%) unsatisfied with their Bb or e-learning experience
wherever, only 38.5% were satisfied with e-learning experience as measured by e-learning
satisfaction scale.
Table (1): Characteristics of the study subjects N= 135
Character
Frequency N = 135
Percent
Student’s academic level
3rd level
38
28.1
4th level
24
17.8
5th level
45
33.4
7th level
28
20.7
If she prefer to study part of course or whole course online again
yes
67
49.4
no
68
50.6
Number of courses study it through Blake board (Bb)
1.00
24
17.8
2.00
35
25.8
3.00 and more
76
56.4
Name of course on Bb
Medical surgical nursing
24
17.8
Med-surgical and Islamic culture
35
25.8
Med-surgical, Islamic culture, and
Obstetric
28
20.7
Islamic culture, Arab, Physics, and
Biochemistry
48
35.6

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Table (2): The descriptive statistics of the factors affecting e-learning experience as
perceived by participants and perceived e-learner satisfaction
Subscales of factor affecting e- learning
Min
Max
Mean & SD
%*
Learner dimension
1. Learner attitude toward computers (8 - 40)
8
40
26.66±6.33
66.7
2. Learner computer anxiety (4 - 20)
4
20
10.93±3.67
54.7
3. Learner Internet self- Efficacy (0-12)
0
12
9.01± 2.67
75.1
Course dimension
4. E- learning course flexibility (8 - 40)
8
40
23.94±6.77
59.9
5. E- learning course quality (3 - 15)
3
13
7.93±2.44
52.9
Technology dimension
6. Technology quality (4 - 20)
4
20
12.84±3.48
64.2
7. Internet quality (4- 20)
4
20
11.06±3.16
55.3
Design dimension
8. Perceived usefulness (3 - 15)
3
15
8.13±2.89
54.2
9. Perceived ease of use (2 - 10)
2
10
6.56±1.99
65.6
Environmental dimension
10. Diversity in assessment (1- 5)
1
5
3.07±1.15
61.4
11. Learner perceived interaction with others (9 – 45)
9
45
25.79±4.89
57.3
12. Perceived e- Learner satisfaction (9- 45)
9
41
24.89±8.49
53.3
*Percentages of the mean divided by the maximum score
Figure1: participant students’ perceived e-learning satisfaction levels

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Table 3; the relationship between the independent variables (factors may affect e-
learner satisfaction) and perceived e- learner satisfaction (dependent varible)
Factors may affect e- learner satisfaction
r & P value
Perceived e- Learner
satisfaction
1. Learner attitude toward computers
r
.188(*)
P value
.029
2. Learner computer anxiety
r
-.278(**)
P value
.001
3. Learner Internet self- Efficacy
r
.049
P value
.570
4. E- learning course flexibility
r
.557(**)
P value
.000
5. E- learning course quality
r
.656(**)
P value
.000
6. Technology quality
r
.405(**)
P value
.000
7. Internet quality
r
.057
P value
.510
8. Perceived usefulness
r
.408(**)
P value
.000
9. Perceived ease of use
r
.363(**)
P value
.000
10. Diversity in assessment
r
.459(**)
P value
.000
11. Learner perceived interaction with others
r
.259(**)
P value
.002
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
Discussion:
There is increased pressure in universities and in the business community to use online
methods for adult education (29). With technological changes, educational institutions must also
keep up in providing the ideal learning environment to meet changing demands, from changes
in the traditional classroom, to the onset of the ―Invisible Classroom.‖ Information
technology has created a bridge, so that many people who want to learn can now become
―invisible‖ students (29). Since e-learning is conducted using the Internet and World Wide Web,
the learning environment becomes more complicated. Students‘ initial perceived satisfaction
with technology-based e- learning will determine whether they will use the system continually.
Several elements influence student satisfaction in the online environment. Bolliger and
Martindale (2004) (30) identified three key factors central to online student satisfaction: the
instructor, technology, and interactivity. Because faculty and students‘ satisfaction is one of the
five pillars of quality (31), it is important and needs to be continuously assessed to assure quality
online educational experiences for faculty and students. This research try to identify critical
factors influencing e-Learners‘ satisfaction. The results of this study indicated that learner‘

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attitude toward computers learners‘ computer anxiety, e-learning course flexibility, e- learning
course quality, technology quality, perceived usefulness, perceived ease of use, diversity in
assessment, and learner perceived interaction with others are the critical factors affecting
learners‘ perceived satisfaction. Much of researches indicate that learner attitude toward
computers or information technology (IT) is an important factor in e- learning satisfaction (5, 13,
26, 16), this was in congruence with finding of this research which found a positive relationship
between learners attitude toward computer and their satisfaction with their e- learning
experience.. But those were incongruence with the finding of Sun, et al (2008) (19).
According to Rezaei, Mohammadi, Asadi and Kalantary (2008) (32), computer anxiety
has a negative effect on students‘ intention to use an online learning system. The learners‘
anxiety can decrease their tendency to use online learning technologies (33). Additionally,
learners‘ anxiety seems to be a vital variable in relation to students‘ perceptions of online
courses (Saade & Kira, 2006). Those may justify and support the finding of the present study
which ascertains that learner anxiety toward computers is one of the vital factors in perceived
e-Learner satisfaction because there was a negative relationship between computer anxiety and
perceived E learner satisfaction. This result corresponds also to some related research (20, 16).
Piccoli et al. (2001) (16) show, computer anxiety and fears of computer usage would certainly
hamper learning satisfaction.
Wu, Tennyson, & Hsia, 2010, stated that a higher level of individual computer
self-efficacy is positively associated with a higher level of learning performance which
increases the use of e-learning (34). Learners with high self-efficacy are more confident in
accomplishing e-learning activities and improving their satisfaction (19, 35). Wang and Newlin
(2002) (36), from research on 122 students, conclude that students with higher self-efficacy are
more inclined to adopt network-based learning and earn significantly better final grades. Liaw
(2008) (35) stated that the most critical factor that positively affected e-learners‘ satisfaction
toward e-learning and e-learning usage was perceived self-efficacy of using e-learning. This is
in contrast to the finding of the present study, which found that there was no relationship
between learner internet self- efficacy and E learner satisfaction.
As regard to e- learning course flexibility and e-learning course quality, the findings of
the present study indicated that e-learning course flexibility and e-learning course quality
positively influence perceived e-learner satisfaction with e-learning. This was supported by
Piccoli et al., 2001(16) who stated that, quality of well-designed e-learning programs is the
precedent factor for learners when considering e-learning. Also Sun, et al (2008) (19), stated in
their study that ―quality is another important factor influencing learning effects and satisfaction
in e-learning‖. Additionally, Liaw (2008) (35) stated that the e- learning system quality and
multimedia instruction were significant predictors of perceived satisfaction with e-learning. In
other words, system and multimedia quality seem to enhance learners‘ positive attitudes
toward e-learning.
E-learning studies that applied the information system (IS) success model found that
system quality and information quality significantly influence learner satisfaction (37-38). Ozkan
and Koseler (2009) (18) found that system quality increased the effectiveness of learning
management systems while content quality created value and learner satisfaction. Piccoli et al.
(2001) (16) indicated that technology quality and Internet quality significantly affect satisfaction

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in e-learning as the higher the quality and reliability in IT, the higher the learning effects will
be. This is in agreement with findings of the present study in the part of technology quality. It
indicated that there was a significant relationship between the technology quality and
perceived e-learner satisfaction with e-learning.
Lee (2010) (39) found that perceived usefulness has a direct positive effect to the
intention to use e-learning while perceived ease of use and perceived enjoyment have an
indirect positive effect to intention to use. It is important for students to perceive online
learning as useful. When students perceive online learning as such, the likelihood of them
using online learning would be higher (40 – 41, 32). The higher the perceived usefulness of an
e-learning system, the more satisfaction learners had. Perceived ease of use also has a
significant impact on e-learner satisfaction. Users‘ notion of ease of use is an important
antecedent to perceptions of satisfaction (19). Those are in congruence with the findings of this
research, which indicate that perceived usefulness and ease of use by learners significantly
influences their satisfaction.
Factors relevant for a positive e-learning environment and e-learning satisfaction
learners‘ perceived interactions with others, diversity in assessment, and perceived autonomy
support (5, 42- 44, 19). As illustrated by Thurmond et al. (2002) (17), when diversified evaluation
methods exist to assess effectiveness of e-Learning, students‘ activities and processes might be
corrected or improved through multiple feedbacks to achieve better performance. A variety of
assessment methods enable instructors to canvass learning effects from different aspects so that
instruction may be more effective. As for students, diversified assessment methods motivate
them to exhibit their best efforts in different evaluation schemes so as to proceed with e-
learning activities seriously and effectively. Hence, higher learning satisfaction occurred. This
is in agreement with the finding of the present study which indicated that there was a strong
association between diversity in assessment and nursing students‘ satisfaction with e-learning.
In addition, the finding of the present study indicated that there was a strong association
between learner perceived interaction with others and nursing students‘ satisfaction with
e-learning. This finding supported by Arbaugh (2000) (22) who suggests that the more learners
perceive interaction with others, the higher the e- learning satisfaction. In a virtual learning
environment, interactions between learners and others or course materials can help solve
problems and improve progress. Interacting electronically could improve learning effects (16).
Furthermore, the present study reported that more than half of participants unsatisfied
with their experience with Bb or e- learning as measured by e- learning satisfaction scale. This
in accordance with study done by Singleton, Song, Hill, Koh, Jones and Barbour (2004),
reported that students seemed to prefer to attend class rather than take the course online
because they are more familiar with the traditional teaching and learning environment.
Moreover, students felt that questions could be resolved immediately in a traditional classroom
setting (45). This may be interpreted by the student is generally more isolated from other
students in the virtual learning environment. Students do not have the chance to socialize
physically with other classmates. With the lack of face-to-face communication, students can
feel that they are ―left in the dark,‖ unless they communicate with the educator and receive
prompt responses. Also common concerns that affect many online students are the issues of
time and effort. Students involved in online learning typically spend more time researching

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and reading just to get the essence of the topics. In a typical classroom setting, students can
gather the main essence of a topic by listening to the instructors‘ presentation (46).
Conclusion;
The results revealed that learners‘ attitude toward computers, learners‘ computer
anxiety, e-learning course flexibility, e-learning course quality, technology quality, perceived
usefulness, perceived ease of use, diversity in assessment, and learner perceived interaction
with others are the critical factors affecting learners‘ perceived satisfaction. Also this study
indicated that more than the half of participants unsatisfied with their experience with Bb or
e-learning experience as measured by e-learning satisfaction scale. The results show
institutions how to improve learner satisfaction and further strengthen their e- learning
implementation.
Recommendations;
Based on the previous results the researchers made the following recommendations
1. According to this study, learners‘ anxiety also hampers their satisfaction. Helping
students build their confidence in using computers will make e- learning more enjoyable.
2. Course content should be relevant, logically organized, easy to use, carefully designed, and
presented sparingly.
3. Technological design plays an important role in students‘ perceived usefulness and eases of
use of a course and will have an impact on students‘ satisfaction so Skills training for
learners—IT, information literacy, e- learning study skills, time management are very
essentials.
4. Presence of a range of skilled staff-IT staff, design staff, trainers, support staff,
administrators will be helpful.
5. Also when instructors are committed to e-learning and exhibit active and positive attitudes,
their enthusiasm will be perceived and further motivate students.
6. Easy access to technology for both trainers and learners.
7. The administrative strategy should properly identify different assessment schemes to
evaluate learning effects more diversely. In addition to instructors‘ evaluations of student
performance, self-assessment or even peer assessment could be incorporated in the
systems, enabling students to monitor their own achievements.
8. One of many advantages of online education is its flexibility in which learners choose the
most suitable learning methods to accommodate their needs. At all times, system
administrators should ensure all system functionalities are available.
9. Periodic assessment of system performance and loading will provide better and
uninterrupted operational environments to enhance student satisfaction with e-Learning.
10. Institutions not only have to provide training to the faculty in empowering them with the
tools and skills to carry out their educational roles properly, but the faculty itself has to be
mentally prepared to tackle the obstacles hindering their traditional practices in imparting
knowledge.

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