E-learning in the Lebanese Higher Education Institutions: An Assessment of Factors Leading to Students’ Satisfaction

Joumana Younis (), Hussin Hejase, Mohamad Ali Abdallah, Salim M.I. Haddad and Ale Hejase
Additional contact information
Joumana Younis: DICEN-IDF - Dispositifs d'Information et de Communication à l'Ère du Numérique - Paris Île-de-France - UPN - Université Paris Nanterre - CNAM - Conservatoire National des Arts et Métiers [CNAM] - Université Gustave Eiffel
Hussin Hejase: American University of Beirut, Lebanon
Mohamad Ali Abdallah: Université Al-Jinan
Salim M.I. Haddad: Université Al-Jinan
Ale Hejase: American University of Beirut, Lebanon

Post-Print from HAL

Abstract: The Higher Education Institutions (HEIs) in Lebanon have been heavily impacted since the COVID-19 pandemic outbreak. The majority of the institutions had to react to the sudden decision to go online. In fact, they had to develop unplanned E-learning programs to assure the academic year's survival. In Lebanon, the Ministry of Education & Higher Education (MEHE) has ordered all educational institutions, public and private, to stop physical learning and start implementing E-learning through various online platforms. Because of Lebanon's unprepared infrastructure, students in universities struggled to continue their studies and to keep pace with others who have better situations. The purpose of this study is to assess the factors that may impact the success of E-learning in Lebanese universities and that affect students' satisfaction in adapting to this unplanned phase. The study is quantitative, explorative, descriptive and causal. A questionnaire was designed to collect primary data from 380 university students belonging to ten universities. Data analysis was carried out using the SPSS version 25 software. Several statistical techniques were performed including descriptive statistics and carrying out relational analysis via Factor Analysis (FA) and linear regression. Five constructs were defined namely, (1) Infrastructure, (2) Computer Skills, (3) E-Learning Content & Autonomy, (4) Support from others, and (5) Satisfaction. Results show that students' satisfaction is strongly influenced by the other four internal (2) and external (2) factors. Findings will support a set of recommendation directed to decision makers in HEI and the MEHE officials.

Keywords: E-learning; computer skills; external support; autonomy; satisfaction; infrastructure; Lebanon (search for similar items in EconPapers)
Date: 2021-10-21
Note: View the original document on HAL open archive server: https://hal.science/hal-04579382v1
References: View references in EconPapers View complete reference list from CitEc
Citations:

Published in Asian Business Research, 2021, 6 (2), pp.1. ⟨10.20849/abr.v6i2.937⟩

Downloads: (external link)
https://hal.science/hal-04579382v1/document (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-04579382

DOI: 10.20849/abr.v6i2.937

Access Statistics for this paper

More papers in Post-Print from HAL
Bibliographic data for series maintained by CCSD ().