2 LITERATURE REVIEW
2.1 Learner characteristics
Learner characteristics comprise various components, including attitudes toward computers. Attitudes toward computers include students’ feelings, opinions, and perceptions toward general
computer use, computer-aided instruction, computer programming and technical concepts, social
issues related to computer use, and computer history (Aziz & Hasan 2012).
Aziz & Hasan (2012) emphasized the role of the user’s attitudes and anxiety affect the knowledge
of computers among individuals. Computer anxiety has been widely investigated in the literature.
Previous studies have noted that personal characteristics of computer users (age, gender, education,
etc.) can be the antecedents of computer anxiety. Somebody with computer anxiety may experience
negative feelings such as fear of the unknown, frustration, embarrassment, failure, and disappointment and as a result, he or she may avoid using computers (Olatoye 2009). Therefore, it can be
hypothesized that:
H1: The more positive a learner’s characteristics are, the higher his or her learning satisfaction.
2.2 Instructor characteristics
Previtali & Scarozza (2019) revealed that the teaching style creates a stimulating effect on students’
recognition of e-learning. In the context of online learning, there is an ever-pressing need for
educators to use the tools of technology to achieve teaching goals, such as implementing the
right methods, doing lesson planning and assessments, among other things (van Rensburg 2018).
Instructor characteristics were also linked to class size as well as workload, as bigger class sizes
and more workload could lead to less positive evaluation of the instructors (Özgüngör 2013).
Instructors in online learning can engage with the students through providing timely and useful
responses or feedback to their assignments and projects (Martin et al. 2020). Therefore, it can be
hypothesized that:
H2: Instructor characteristics have a positive and significant influence on online learning
satisfaction.
2.3 Course suitability
Some courses may be suitable to be delivered online; however, some courses which require handson practices may suffer from the lack of interaction. The shift in learning mode has required all
courses to be delivered in an online manner, regardless of their suitability. It was found that for
online courses, subjects that are assessed by project-based assignments and involve high-level
knowledge activities may increase learning effectiveness (Zheng et al. 2020).
Stier & Schneider (2009) argued that study programs do not have to choose between online and
offline learning; rather, the choice should be made based on analysis of the suitability of the courses
to be delivered. Courses with assignments and more theoretical components can be suitable for
online learning delivery. On the other hand, courses with heavy experiential components are least
suited for online delivery (Willett et al. 2019). Hence, it can be hypothesized that:
H3: Course suitability has a significant and positive influence on learning satisfaction.
2.4 Interactivity
University learning tends to be collaborative in nature, as students have the opportunity to discuss
with others as opposed to pursuing their own learning goals (Koschmann et al. 1996; Yang et al.
2016 in Lin et al. 2018).
Interactivity is considered to be the key to effective learning (Blasco-Arcas et al. 2013). Interactivity can be divided into two types: interactivity with the other students and interactivity with
302
2.1 Learner characteristics
Learner characteristics comprise various components, including attitudes toward computers. Attitudes toward computers include students’ feelings, opinions, and perceptions toward general
computer use, computer-aided instruction, computer programming and technical concepts, social
issues related to computer use, and computer history (Aziz & Hasan 2012).
Aziz & Hasan (2012) emphasized the role of the user’s attitudes and anxiety affect the knowledge
of computers among individuals. Computer anxiety has been widely investigated in the literature.
Previous studies have noted that personal characteristics of computer users (age, gender, education,
etc.) can be the antecedents of computer anxiety. Somebody with computer anxiety may experience
negative feelings such as fear of the unknown, frustration, embarrassment, failure, and disappointment and as a result, he or she may avoid using computers (Olatoye 2009). Therefore, it can be
hypothesized that:
H1: The more positive a learner’s characteristics are, the higher his or her learning satisfaction.
2.2 Instructor characteristics
Previtali & Scarozza (2019) revealed that the teaching style creates a stimulating effect on students’
recognition of e-learning. In the context of online learning, there is an ever-pressing need for
educators to use the tools of technology to achieve teaching goals, such as implementing the
right methods, doing lesson planning and assessments, among other things (van Rensburg 2018).
Instructor characteristics were also linked to class size as well as workload, as bigger class sizes
and more workload could lead to less positive evaluation of the instructors (Özgüngör 2013).
Instructors in online learning can engage with the students through providing timely and useful
responses or feedback to their assignments and projects (Martin et al. 2020). Therefore, it can be
hypothesized that:
H2: Instructor characteristics have a positive and significant influence on online learning
satisfaction.
2.3 Course suitability
Some courses may be suitable to be delivered online; however, some courses which require handson practices may suffer from the lack of interaction. The shift in learning mode has required all
courses to be delivered in an online manner, regardless of their suitability. It was found that for
online courses, subjects that are assessed by project-based assignments and involve high-level
knowledge activities may increase learning effectiveness (Zheng et al. 2020).
Stier & Schneider (2009) argued that study programs do not have to choose between online and
offline learning; rather, the choice should be made based on analysis of the suitability of the courses
to be delivered. Courses with assignments and more theoretical components can be suitable for
online learning delivery. On the other hand, courses with heavy experiential components are least
suited for online delivery (Willett et al. 2019). Hence, it can be hypothesized that:
H3: Course suitability has a significant and positive influence on learning satisfaction.
2.4 Interactivity
University learning tends to be collaborative in nature, as students have the opportunity to discuss
with others as opposed to pursuing their own learning goals (Koschmann et al. 1996; Yang et al.
2016 in Lin et al. 2018).
Interactivity is considered to be the key to effective learning (Blasco-Arcas et al. 2013). Interactivity can be divided into two types: interactivity with the other students and interactivity with
302