Student e-learning service quality, satisfaction, commitment and behaviour towards finance courses in COVID-19 pandemic

Abstract

Purpose

This research investigates the relationship between e-learning service quality dimensions, student e-learning satisfaction, commitment and behaviour towards finance courses in higher education institutes of Pakistan.

Design/methodology/approach

Due to specific study objectives, the authors gathered sample data of 359 university students who were enrolled in the traditional learning system and shifted to the e-learning environment. The study employed partial least squares-structural equation modelling (PLS-SEM) based approach using Smart PLS version 3.0.

Findings

The results indicated that out of four e-learning service quality dimensions, three dimensions (system quality, course material and instructor quality, information technology (IT) and support service quality) positively impacted student e-learning satisfaction. The other dimension of e-learning service quality (course website quality) showed a positive but insignificant effect on e-learning satisfaction. Additionally, e-learning satisfaction was positively related to e-learning commitment, which, in turn, has a positive and significant influence on student e-learning behaviour towards finance courses.

Originality/value

Overall, the study’s findings provide useful policy implications for higher education institutes, particularly in the coronavirus disease 2019 (COVID-19) pandemic.

Citation

Ali, M., Puah, C.-H., Fatima, S., Hashmi, A. and Ashfaq, M. (2022), "Student e-learning service quality, satisfaction, commitment and behaviour towards finance courses in COVID-19 pandemic", International Journal of Educational Management, Vol. 36 No. 6, pp. 892-907. https://doi.org/10.1108/IJEM-04-2021-0133