An Analysis of Rural-Based Universities’ Faculty Members’ Satisfaction with E-Learning: The Case of Developing Countries

Abstract

The COVID-19 pandemic brought about considerable detrimental effects on higher education, especially in developing countries. Ironically, it also contributed positively towards one sustainable development goal (SDG4) through advancement in technology, particularly the implementation and use of digital technology among academics and students. This study focused on the analysis of rural-based universities’ faculty members’ satisfaction with e-learning by seeking answers to two research questions: (1) what are the factors that influence faculty members’ satisfaction with e-learning, and (2) is there a significant difference between instructors’ and students’ satisfaction with e-learning? A combination of the expectation confirmation model (ECM) and the technology acceptance model (TAM) was employed to develop the users’ satisfaction model (USM). A survey design was used in which quantitative data were gathered using a 7-point Likert scale questionnaire. The data were analysed using partial least squares–structural equation modelling, with the help of SmartPLS3. The results showed that 81.9% of the variance in faculty members’ satisfaction with e-learning can be attributed to the seven factors of the model. Multigroup analysis also showed that the USM may be used to predict and explain faculty members’ subgroups’ satisfaction with e-learning.