A scoping review of Critical Predictive Factors (CPFs) of satisfaction and perceived learning outcomes in E-learning env
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A scoping review of Critical Predictive Factors (CPFs) of satisfaction and perceived learning outcomes in E-learning environments Abdullahi Abubakar Yunusa 1,2,3
& Irfan
Naufal Umar 2
Received: 11 May 2020 / Accepted: 14 July 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Over the past few decades, e-Learning has been implemented to account for the challenges of twenty-first-century learning propelled by the spread of the internet and the use of internet-based technologies. These dynamic changes informed research interests in the academia, from awareness and adoption studies, researchers are now focused on post-adoption factors to evaluate the effectiveness of the e-Learning systems using student satisfaction and perceived learning criterion. However, studies have shown a mixed grill of factors in predicting the effectiveness of the e-Learning systems. This study conducted a scoping review on the predictors of satisfaction and perceived learning to provide an extensive overview of these factors drawn from paradigms, research methods, limitations and opportunities for further research. Results from 53 articles included in the review show that the DeLone & McLean Information Systems Success (D&MISS) model is the most utilized paradigm in satisfaction and perceived learning studies, while the quantitative research approach is the most deployed research method. In addition, the most prevalent limitations are methodological, potential selfreporting bias, and the cross-sectional limitations based on the inability to generalize the findings. The study provides a trajectory for further research on e-Learning environments by identifying a taxonomy of predictive factors of satisfaction that may guide policy and curriculum design. Keywords e-Learning . Perceived learning . Satisfaction . Critical Predictive Factors
(CPFs) . Scoping review
* Abdullahi Abubakar Yunusa [email protected] Irfan Naufal Umar [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 Introduction In recent decade, e-Learning has received significant attention in educational research having been embraced as a new learning paradigm across contexts and disparate learning domains (Chow and Shi 2014), these changes have also transcended adoption and acceptance of e-Learning and focused on the evaluation of effectiveness and efficiency of the system with user satisfaction as the central cliché. Consequently, these changes in paradigms has compelled institutions across the globe to invest in the technologies toward encouraging its use among teachers, students and other interested users (Chow and Shi 2014; Mtebe and Raphael 2018). Satisfaction is defined as the individuals’ perception of the extent to which their needs, goals, and desires have been fully met (Sanchez-Franco 2009, as cited in Mohammadi 2015) The success of computer-based learning is generally associated with learners’ satisfaction (Rahman et al. 2017) in other words, sat
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