Determinants of e-Learning user satisfaction at a South African University of Technology

This The COVID-19 and its safety precautionary protocols triggered an instantaneous transition to online learning in the higher education institutions (HEIs), to ensure the completion of academic calendars. However, the complexities associated with lingering digital divide in Sub-Saharan Africa and transition to virtual learning means learners from disadvantaged socio-economic backgrounds become more vulnerable and unlikely to benefit from the paradigm shift. Therefore, building a resilient education system through learning management systems (LMS) for remote learning, that is all-inclusive for students would be hampered by varied degrees of users' satisfaction. The objective of the study was to identify determinants of e-Learning user satisfaction for remote learning at a South African University of Technology. An online questionnaire was administered through a Microsoft form link. A sample of 40 participants were selected from the student population that have experienced blended and exclusive online learning. The data was analyzed to identify determinants of user satisfaction with LMS for learning within the context of study. An ethics clearance certificate was obtained from the relevant Faculty research ethics committee. Learners expressed positive experiences that LMS met their immediate academic needs. Challenges experienced during the learning process were not attributed to the LMS quality, but inadequate facilitating conditions and contextual peculiarities. The post-adoption success of online learning is critical towards building a resilient education system. The results from this study can help HEIs' management and LMS designers to make an informed decision on best practices for an inclusive virtual learning environment with peculiar contextual characteristics.