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dc.contributor.authorFrança, Thais
dc.contributor.authorFagbamigbe, Adeniyi Francis
dc.contributor.authorFaris, MoezAlIslam Ezzat
dc.contributor.authorGonzález-Fernández, Belinka
dc.contributor.authorGonzalez-Robledo, Luz Maria
dc.contributor.authorInasius, Fany
dc.contributor.authorKar, Sujita Kumar
dc.contributor.authorLazányi, Kornélia
dc.contributor.authorLazăr, Florin
dc.contributor.authorMachin-Mastromatteo, Juan Daniel
dc.contributor.authorMarôco, João
dc.contributor.authorMarques, Bertil Pires
dc.contributor.authorMejía-Rodríguez, Oliva
dc.contributor.authorPrado, Silvia Mariela Méndez
dc.contributor.authorMishra, Alpana
dc.contributor.authorMollica, Cristina
dc.contributor.authorJiménez, Silvana Guadalupe Navarro
dc.contributor.authorObadić, Alka
dc.contributor.authorRaccanello, Daniela
dc.contributor.authorRashid, Md Mamun Ur
dc.contributor.authorRavšelj, Dejan
dc.contributor.authorTomaževič, Nina
dc.contributor.authorUleanya, Chinaza
dc.contributor.authorUmek, Lan
dc.contributor.authorVicentini, Giada
dc.contributor.authorZamfir, Ana-Maria
dc.contributor.authorAristovnik, Aleksander
dc.contributor.authorYORULMAZ, Özlem
dc.contributor.authorKeržič, Damijana
dc.contributor.authorAlex, Jogymol Kalariparampil
dc.contributor.authorAlvarado, Roxana Pamela Balbontín
dc.contributor.authorda Silva Bezerra, Denilson
dc.contributor.authorCheraghi, Maria
dc.contributor.authorDobrowolska, Beata
dc.date.accessioned2023-05-29T12:31:43Z
dc.date.available2023-05-29T12:31:43Z
dc.date.issued2021
dc.identifier.citationKeržič D., Alex J. K., Alvarado R. P. B., da Silva Bezerra D., Cheraghi M., Dobrowolska B., Fagbamigbe A. F., Faris M. E., França T., González-Fernández B., et al., "Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries", PLoS ONE, cilt.16, sa.10 October 2021, 2021
dc.identifier.issn1932-6203
dc.identifier.otherav_1a9fed65-5cc3-4f8d-aad6-7f6db67f674e
dc.identifier.othervv_1032021
dc.identifier.urihttp://hdl.handle.net/20.500.12627/188831
dc.identifier.urihttps://avesis.istanbul.edu.tr/api/publication/1a9fed65-5cc3-4f8d-aad6-7f6db67f674e/file
dc.identifier.urihttps://doi.org/10.1371/journal.pone.0258807
dc.description.abstractThe 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.
dc.language.isoeng
dc.subjectTemel Bilimler (SCI)
dc.subjectMultidisipliner
dc.subjectTemel Bilimler
dc.subjectÇOK DİSİPLİNLİ BİLİMLER
dc.subjectDoğa Bilimleri Genel
dc.titleAcademic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries
dc.typeMakale
dc.relation.journalPLoS ONE
dc.contributor.departmentİstanbul Üniversitesi , İktisat Fakültesi , Ekonometri Bölümü
dc.identifier.volume16
dc.identifier.issue10 October 2021
dc.contributor.firstauthorID4254602


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