An Examination on Influencers of Student Satisfaction with the Use of E-Learning in Higher Education in Hangzhou, China

Wen Lyu

doi:10.14456/shserj.2025.40

Authors

Wen Lyu

DOI:

https://doi.org/10.14456/shserj.2025.40

CITATION

DOI: 10.14456/shserj.2025.40

Published: 2025-06-24

Keywords:

E-learning, Course Content Quality, Confirmation, Perceived Ease of Use, Satisfaction

Abstract

Purpose: This study explores factors influencing undergraduate students’ e-learning satisfaction in Hangzhou, China. The conceptual framework aims to examine the relationship between course content quality confirmation, reliability, responsiveness, empathy, course content quality, confirmation, perceived ease of use, and satisfaction of online learning. Research design, data, and methodology: 500 sample data was collected using the quantitative method and a questionnaire as a tool. Item-objective congruence and pilot tests were adopted to test the content validity and reliability of the questionnaire before distribution. Data was analyzed by utilizing Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to validate the model’s goodness of fit and confirm the causal relationship among variables for hypothesis testing. Results: The results reveal that this conceptual model could predict which factors affect students’ satisfaction with using e-learning in higher education in Hangzhou, China. Six out of seven proposed hypotheses were supported. Online learning satisfaction was strongly impacted by reliability, responsiveness, course content quality, confirmation, and perceived ease of use. Conclusions: This study recommends that developers of cloud-based e-learning systems in higher education institutions should concentrate on enhancing the quality factors of the systems. This will help students perceive the system as useful and increase their intention to continue using it.

Author Biography

Wen Lyu

Youth League Committee, Zhejiang Business College, China.

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