Predictors of E-Learning Satisfaction in Teaching and Learning for School Teachers: A Literature Review
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This paper develops a theoretical model of the determinants of e-learning satisfaction in teaching and learning among secondary school teachers.It is based on reviews of past studies on satisfaction in using information technology systems.Three potential groups of determinants of satisfaction among secondary school teachers were identified; user-related characteristics, organisational-related characteristics and the e-learning-system characteristics.Usage is established as a mediating variable between the three potential groups of determinants and satisfaction towards e-learning.Future research could provide a more definitive theoretical statement of e-learning satisfaction and develop an additional proposition which could be derived from a more refined theory.The research yields a theoretical framework that outlines the predictive potential of the three groups of key factors in explaining e-learning satisfaction among secondary school teachers.The factors can be considered when developing future continuous professional development courses and intervention programmes when proposing a new innovation in the curriculum.
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Teachers' personal characteristics (e.g., anxiety, self-efficacy) are associated with their satisfaction and engagement with technology.
“Cheok and Wong (2015) found that teachers’ personal characteristics (e.g., anxiety, self-efficacy) are associated with their satisfaction and engagement with technology.”
From Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2023) · cites this paper as Cheok and Wong, 2015
The User-Related Factors section identifies anxiety and self-efficacy as potential predictors of e-learning satisfaction, and the sections on each propose relationships among secondary school teachers. But this literature review proposes those relationships rather than reporting that it found them, and it does not establish an association between both characteristics and teachers’ engagement with technology. Page numbers were not supplied in our copy. (LLM, conf=0.86)
Experimental — accuracy not yet measuredInterest has grown in varied content-delivery formats, including online, blended, and hybrid instruction.
“Additionally, from an instructional perspective, there has been a growing interest in different modes and models of content delivery such as online, blended, and hybrid modes (e.g., Cheok & Wong, 2015; Kazu & Yalçin, 2022; Ulum, 2022).”
From Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2023) · cites this paper as Cheok & Wong, 2015
The Flexibility and E-Learning Satisfaction section discusses access to e-learning content, and the References list includes work on online and blended learning. Neither establishes growing interest in delivery formats or discusses hybrid instruction; searches for those terms and the claimed trend found no supporting passage in our copy. (LLM, conf=0.72)
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Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023) · Education and Information Technologies · doi:10.1007/s10639-022-11431-8 · Cited by 816 · see citing works
“Additionally, from an instructional perspective, there has been a growing interest in different modes and models of content delivery such as online, blended, and hybrid modes (e.g., Cheok & Wong, 2015; Kazu & Yalçin, 2022; Ulum, 2022).”
BackgroundTam, C., & Oliveira, T. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.03.016 · Cited by 383 · see citing works
Chen, J., & Kouhsari, M. (2025) · Computers & Education · doi:10.1016/j.compedu.2024.105232 · Cited by 13 · see citing works
- Authors
- Teacher Training Institute, M., Cheok, M. L., Wong, S. L., & Faculty of Educational Studies, U. P. M.
- Affiliations
- Universiti Putra Malaysia (MY)
- ORCID
- Wong, Su Luan
- Venue
- International Journal of Instruction
- Publisher
- Modestum Ltd
- Published
- 2015-01-10
- Volume
- 8
- Issue
- 1
- Pages
- 75-90
- ISSN
- 1308-1470 (ISSN-L)
- 1694-609X
- OpenAlex
- W2184918733
- Cited by
- 127
- References
- 77
- Citations by year
- 2025: 10 · 2024: 11 · 2023: 24 · 2022: 17 · 2021: 16 · 2020: 8 · 2019: 12 · 2018: 10 · 2017: 9 · 2016: 7 · 2015: 3
- FWCI
- 18.93
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- International Journal of Instruction (publishedVersion)
- Universiti Putra Malaysia Institutional Repository (Universiti Putra Malaysia) (acceptedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Education › Technology-Enhanced Education Studies
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- e-learning satisfaction, secondary school teachers, organizational characteristics, theoretical model, continuing professional development, educational innovation
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