Abstract—The COVID-19 pandemic has severely affected
people’s lives, changing the ways of working, living, playing,
and learning. With this pandemic, classroom learning has been
suspended due to infection concerns, and e-learning has
emerged, becoming an important mechanism for educational
institutions to continue their teaching and learning activities.
However, there have been only a few empirical studies
providing insight into the factors affecting students’ e-learning
satisfaction and usage behaviors during the COVID-19
outbreak. Thus, this study aims to investigate the impact of
e-learning quality on student satisfaction and continuance usage
intentions among higher education students in Thailand during
the pandemic. Based on empirical research with 185 higher
education students, the results revealed that e-learning quality
was a second-order construct comprised of three elements,
namely, course content and design, administrative and technical
support, and instructor and learner characteristics. Course
content and design was the most important dimension of overall
e-learning quality. Furthermore, overall e-learning quality had
a significant positive impact on student satisfaction and
continuance usage intentions toward e-learning platforms.
Mediation analysis indicated that student satisfaction partly
mediated the relationship between e-learning quality and
continuance usage intentions.
Index Terms—E-learning quality, student satisfaction,
continuance usage intention, COVID-19, Thailand.
Wilert Puriwat is with Chulalongkorn Business School, Chulalongkorn
University, Bangkok, 10330, Thailand (e-mail: wilert@cbs.chula.ac.th).
Suchart Tripopsakul is with School of Entrepreneurship and Management,
Bangkok University, Bangkok, 10110, Thailand (corresponding author;
e-mail: suchart.t@bu.ac.th).
Cite: Wilert Puriwat and Suchart Tripopsakul, "The Impact of e-Learning Quality on Student Satisfaction and Continuance Usage Intentions during COVID-19," International Journal of Information and Education Technology vol. 11, no. 8, pp. 368-374, 2021.
Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).