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A scoping review of Critical Predictive Factors (CPFs) of satisfaction and perceived learning outcomes in E-learning environments

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An Author Correction to this article was published on 11 September 2020

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Abstract

Over the past few decades, e-Learning has been implemented to account for the challenges of twenty-first-century learning propelled by the spread of the internet and the use of internet-based technologies. These dynamic changes informed research interests in the academia, from awareness and adoption studies, researchers are now focused on post-adoption factors to evaluate the effectiveness of the e-Learning systems using student satisfaction and perceived learning criterion. However, studies have shown a mixed grill of factors in predicting the effectiveness of the e-Learning systems. This study conducted a scoping review on the predictors of satisfaction and perceived learning to provide an extensive overview of these factors drawn from paradigms, research methods, limitations and opportunities for further research. Results from 53 articles included in the review show that the DeLone & McLean Information Systems Success (D&MISS) model is the most utilized paradigm in satisfaction and perceived learning studies, while the quantitative research approach is the most deployed research method. In addition, the most prevalent limitations are methodological, potential self-reporting bias, and the cross-sectional limitations based on the inability to generalize the findings. The study provides a trajectory for further research on e-Learning environments by identifying a taxonomy of predictive factors of satisfaction that may guide policy and curriculum design.

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Data availability

All the data generated in form of relevant articles analyzed for the study are included in the article (see the article matrix attached).

Change history

  • 11 September 2020

    The published version of this article unfortunately contains incorrect affiliation information.

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Acknowledgements

Authors acknowledge and appreciate all the authors whose works provided insights and enriched the scoping review article, we also acknowledge the Tertiary Education Trust Fund (TETfund) and Usmanu Danfodiyo University Sokoto in Nigeria for the PhD Sponsorship.

Funding

This research is funded from the PhD study grant obtained from Tertiary Education Trust fund (TETfund) Nigeria (TETF/ES/UNI/UDFU/Sokoto/ASTD/2017).

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Authors and Affiliations

  1. Center for Instructional Technology & Multimedia, Universiti Sains Malaysia, 11800, Penang, Malaysia

    Abdullahi Abubakar Yunusa

  2. Department of Curriculum Studies & Educational Technology, Usmanu Danfodiyo University Sokoto, Sokoto, Nigeria

    Abdullahi Abubakar Yunusa & Irfan Naufal Umar

  3. Center for Multidisciplinary Research and Innovation (CEMRI), Suite C59, New Banex Plaza, Wuse 2, Abuja, Nigeria

    Abdullahi Abubakar Yunusa

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  1. Abdullahi Abubakar Yunusa
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  2. Irfan Naufal Umar
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Contributions

This work is a review of literature drawn from an ongoing PhD thesis by AAY under the supervision, guidance and mentoring of INU. Therefore, the efforts invested in conducting this study is mutual, consequently, all the authors contributed substantially to the completion of the work.

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Correspondence to Abdullahi Abubakar Yunusa.

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Yunusa, A.A., Umar, I.N. A scoping review of Critical Predictive Factors (CPFs) of satisfaction and perceived learning outcomes in E-learning environments. Educ Inf Technol 26, 1223–1270 (2021). https://doi.org/10.1007/s10639-020-10286-1

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