The Role of Teaching Methods and Self-Efficacy in Strengthening the Link Between Perceived Quality Online Learning, Learner Satisfaction, and Continuation Intention in Developing Countries

Abstract

This study empirically tests the role of teaching methods and self-efficacy in the link between perceived quality of online learning, learner satisfaction, and continuance intention. Therefore, a sample of 438 participants in a laboratory experiment on an online learning platform called “Dokeos” was examined. A structural equation method via AMOS was used to test causal relationships and multi-group analyses to estimate the same structural model on two groups of individuals to measure the moderation effects of self-efficacy and learning methods. The results showed that perceived quality of online learning has a positive and significant effect on satisfaction with online learning, and this effect varies based on moderating effects of self-efficacy and pedagogical approaches. Likewise, satisfaction was found to positively impact the intention to continue online learning. The research results have provided a set of theoretical and managerial recommendations on the design of educational platforms.