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Assessing E-Learning Satisfaction in Saudi Higher Education Post-COVID-19: A Conceptual Framework for e-Services Impact Analysis

Alshammari Wafa, Beloff Natalia, White Martin

Annals of Computer Science and Information Systems

2024

Vol. 39

213-–218

After the COVID-19 pandemic, e-learning was adopted by different institutions globally to cope with increasing demands for distance learning, especially in higher education. However, assessing student satisfaction remains challenging due to limitations, such as low motivation without face-to-face interaction. This paper presents a conceptual framework for e-Services Impact Analysis (eSIAF) for higher education institutions in Saudi Arabia. Based on a number of technology acceptance theories, this conceptual framework highlights several models adopted to examine different users' satisfaction with e-learning service quality among students, teachers, administrators, and e-learning technologists. This paper is part of ongoing research, which will be followed by data collection from eight higher education institutions. After data collection and further processing, a quantitative method will be used to validate the framework. Based on the findings of the study, different approaches can be adopted to increase the satisfaction level of e-learning in higher educational institutes in Saudi Arabia.