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• W3204802296 abstract "The quick spread of the Covid-19 pandemic has made e-learning mandatory and a strategic choice to ensure the continuity of the learning process. This quantitative study has three main objectives: to explore Saudi EFL learners’ satisfaction with the E-learning process compared to students in other departments at the University of Bisha, using Blackboard Learning Management System (LMS); to investigate the critical determinants affecting the e-learners’ satisfaction; to identify the university facilities and services implemented to increase students' satisfaction and ensure a successful e-learning process. The Student Satisfaction Index (SSI) model was adapted and contextualized to meet the objectives of the study. The quantitative research design was used in which a questionnaire elicited the data from 538 randomly selected respondents. Content analysis was also used to analyze the infographic reports about the university facilities and services implemented to ensure a successful learning process. The results showed that EFL learners were less satisfied with the e-learning process than students enrolled in other departments during the Covid-19 pandemic. The course instructor’s facilities and services, technical support, and course content design affected the respondents' satisfaction. The best predictor of the students' satisfaction was the instructor's facilities and services dimension. The university took significant steps that led to a successful e-learning process. It is a joint responsibility of the course instructors and policymakers to double their efforts and take more actions to increase the e-learners’ satisfaction taking into account the factors mentioned in the study." @default.
• W3204802296 created "2021-10-11" @default.
• W3204802296 date "2021-10-01" @default.
• W3204802296 modified "2023-09-29" @default.
• W3204802296 title "Student satisfaction with e-learning using blackboard LMS during the Covid-19 circumstances: realities, expectations, and future prospects" @default.
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• W3204802296 doi "https://doi.org/10.47750/pegegog.11.04.26" @default.
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