Exploring Undergraduate Satisfaction with E-Learning System at Sichuan Conservatory of Music
Keywords:
Information Quality, Perceived Usefulness, Satisfaction, E-learningAbstract
Purpose: This study examines the key factors influencing undergraduate students’ satisfaction with the e-learning system at Sichuan Conservatory of Music in China. Research design, data and methodology: Using a quantitative research design, data were collected through structured questionnaires from 500 undergraduate students selected via a mixed sampling strategy that combined judgment, stratified random, and convenience methods. The research framework was based on Expectation-Confirmation Theory and the DeLone and McLean Information System Success Model. Content validity and internal consistency were confirmed using the index of item-objective congruence (IOC) and Cronbach’s Alpha. Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) were conducted using SPSS and AMOS. Results: The results reveal that information quality has the strongest positive effect on student satisfaction, followed by service quality, perceived usefulness, and system quality. In contrast, perceived ease of use and course design quality were not found to have significant effects. These findings highlight the importance of maintaining accurate, relevant, and up-to-date content, reliable system performance, and responsive support services. Conclusions: These insights suggest that targeted improvements in these areas can significantly enhance student satisfaction and engagement in online learning. For institutions specializing in arts and music education, these results offer valuable guidance for strengthening digital learning environments and ensuring their sustainable effectiveness.
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