Abstract :
This study investigated the impact of contingent variables on the relationship
between four predictors and students’ satisfaction with e-learning. Five
hundred and twenty-two university students from 10 intact classes engaging
in online instruction were asked to answer questionnaires about their learning
styles, perceptions of the quality of the proposed predictors and satisfaction
with e-learning systems. The results of analysis of variance and structural
equation modelling analyses showed that two contingent variables, gender
and job status, significantly influenced the perceptions of predictors and students’
satisfaction with the e-learning system. This study also found a statistically
significant moderating effect of two contingent variables, student
job status and learning styles, on the relationship between predictors and
e-learning system satisfaction. The results suggest that a serious consideration
of contingent variables is crucial for improving e-learning system satisfaction.
The implic
