Learner attitudes, satisfaction and�success in online learning environments: a mediation-moderation model for higher educational institutions

Abstract

Purpose: This study examines learner satisfaction and success as mechanisms through which online learning quality translates into learners� continuous intentions of use by extending DeLone and McLean�s information system success model. It also examines the moderating effect of perceived supervisory support and learners� self-regulation on online learning quality in Higher Education Institutions. Design/methodology/approach: Survey data were obtained from 540 students in both private and public higher institutions of learning in Ghana. The Partial Least Squares � Structural Equations Modelling (PLS-SEM) technique was used to test the hypothesised relationships. Findings: The results revealed that system quality emerged as the single most important variable in the DeLone and McLean model, that influences learner success and satisfaction. Further, learner satisfaction has a significant positive effect on learner attitudes, whilst self-regulation was found to moderate the relationship between online learning quality and learner success as well as learner satisfaction. Originality/value: The study appears to be among the first to explore the inter-relationship among online learning environment quality and learner attitudes and moderating factors perceived supervisory support and self-regulation. The study highlights insightful practical implications for students, faculty and administrators of higher institutions. � 2024, Emerald Publishing Limited.