Factors Influencing Satisfaction and Future Intention to Use E-Learning at the University Level

With the growing interest in e-education, particularly in the context of the pandemic, more scientific studies have been undertaken recently to analyze and identify factors influencing e-learning acceptance. Indeed, e-learning acceptance depends on many different factors, but no consensus has been reached on factors that contribute most to the acceptance of e-learning solutions. Consequently, this article ascertains the factors and their relationships behind the satisfaction and the future intention to use e-learning among Polish university students. From among the factors analyzed in the literature, the author examined the relationship between computer self-efficacy (CSE), facilitating conditions (FC), satisfaction (S), and the future intention to use e-learning (FI). Data were gathered using structured questionnaires and computer-assisted web interviewing (CAWI). Students at Bialystok University of Technology (Poland) were sent an electronic link to the questionnaires using the internal e-mail system. A total of 803 forms were returned fully filled out. Aiming to ascertain the extent to which measured variables describe the number of constructs, the author conducted a Confirmatory Factor Analysis (CFA). The Generalized Least Squares (GLS) estimator was used to calculate the values of model parameters. The results confirmed that higher computer self-efficacy and better facilitation conditions result in greater user satisfaction with e-learning. However, facilitating conditions impact user satisfaction more than computer self-efficacy construct variables. Based on the findings, user satisfaction is a strong antecedent of the future intention to use e-learning.