Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries

Damijana Keržič, Jogymol Kalariparampil Alex, Roxana Pamela Balbontín Alvarado, Denilson da Silva Bezerra, Maria Cheraghi, Beata Dobrowolska, Adeniyi Francis Fagbamigbe, Moez Al Islam Ezzat Faris, Thais França, Belinka González-Fernández, Luz Maria Gonzalez-Robledo, Fany Inasius, Sujita Kumar Kar, Kornélia Lazányi, Florin Lazăr, Juan Daniel Machin-Mastromatteo, João Marôco, Bertil Pires Marques, Oliva Mejía-Rodríguez, Silvia Mariela Méndez PradoAlpana Mishra, Cristina Mollica, Silvana Guadalupe Navarro Jiménez, Alka Obadić, Daniela Raccanello, Md Mamun Ur Rashid, Dejan Ravšelj, Nina Tomaževič, Chinaza Uleanya, Lan Umek, Giada Vicentini, Özlem Yorulmaz, Ana Maria Zamfir, Aleksander Aristovnik

Research output: Contribution to journalArticlepeer-review

88 Citations (Scopus)


The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic’s first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher’s active role in the process of online education, and the overall system quality, while the students’ digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students’ performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.

Original languageEnglish
Article numbere0258807
JournalPLoS ONE
Issue number10 October 2021
Publication statusPublished - Oct 2021
Externally publishedYes

ASJC Scopus subject areas

  • General


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