Damijana Kerži?|Jogymol Kalariparampil Alex|Roxana Balbontín-Alvarado|Denílson da Silva Bezerra|Maria Cheraghi|Beata Dobrowolska|Adeniyi Francis Fagbamigbe|MoezAlIslam E. Faris|Thaís França|Belinka González-Fernández|Luz María González-Robledo|Fany Inasius|Sujita Kumar Kar|Kornélia Lazányi|Florin Laz?r|Juan D. Machin?Mastromatteo|João Marôco|Bruno Pereira Marques|Oliva Mejía-Rodríguez|Silvia Mariela Méndez Prado|Alpana Mishra|Cristina Mollica|Silvana Guadalupe Navarro Jiménez|Alka Obadi?|Daniela Raccanello|Md. Harun Rashid|Dejan Ravšelj|Nina Tomaževi?|Chinaza Uleanya|Lan Umek|Giada Vicentini|Özlem Yorulmaz|Ana-Maria Zamfir|Aleksander Aristovnik
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries
University of Ljubljana|Walter Sisulu University|University of Bío-Bío|Universidade Federal do Maranhão|Ahvaz Jundishapur University of Medical Sciences|Medical University of Lublin|University of Ibadan|University of Sharjah|Centre for Research in Anthropology|Iscte – Instituto Universitário de Lisboa|Ibero-American University Puebla|Universidad Autónoma del Estado de Morelos|Binus University|King George's Medical University|Óbuda University|University of Bucharest|Autonomous University of Chihuahua|Polytechnic Institute of Porto|Mexican Social Security Institute|Escuela Superior Politecnica del Litoral|KIIT University|Sapienza University of Rome|University of Guadalajara|University of Zagreb|University of Verona|Patuakhali Science and Technology University|Polytechnic University of Bari|University of Ljubljana|University of Ljubljana|University of South Africa|University of Ljubljana|University of Verona|Istanbul University|University of Ljubljana
outbreak covid19 pandemic dramatically shaped higher education seen distinct rise elearning compulsory element modern educational landscape accordingly study highlights factors influenced students perceive academic performance emergency changeover elearning empirical analysis performed sample 10092 higher education students 10 countries across 4 continents pandemics first wave online survey structural equation model revealed quality elearning mainly derived service quality teachers active role process online education overall system quality students digital competencies online interactions colleagues teachers considered slightly less important factors impact elearning quality students performance strongly mediated satisfaction elearning general model gave quite consistent results across countries gender study fields levels study findings provide basis policy recommendations support decisionmakers incorporate elearning issues current new similar circumstances