Online Teaching and Learning Quality and Learner Satisfaction: A University Student Perspective
Keywords:
Online teaching; Service quality; Online learning quality; Higher Education Institutions; Learner satisfactionAbstract
Higher education is increasingly exposed to disruptions arising from pandemics, floods, student unrest, and political instability, which compel institutions to adopt alternative modes of delivery such as online and blended learning. Despite the rapid growth in online education, limited empirical research has examined how the quality of online teaching and learning services influences learner satisfaction, especially in developing countries. The purpose of this study was to investigate how the various aspects of online teaching and learning influence learner satisfaction in Kenya. A sample of 175 students from public universities in Nairobi participated in the study. Data was collected through a structured questionnaire and analysed using structural equation modelling. The study found that the overall quality of online teaching and learning was strong. Tangibility and reliability dimensions emerged as key drivers shaping perceptions of learning content and website content, which together informed students’ overall evaluation of online learning quality (OLQ). In turn, higher OLQ was associated with stronger learner satisfaction. The findings highlight that students prioritise stable digital learning platforms, accessible content, and functional virtual learning environments over relational dimensions such as empathy and assurance. The study proposes a contextualised model of online learner satisfaction tailored to higher education institutions in emerging economies. It recommends targeted investments in digital infrastructure, instructional design, and staff capacity building to enhance the reliability, accessibility, and relevance of online learning systems, supporting greater resilience and sustainability in periods of disruption.
https://doi.org/10.26803/ijlter.25.5.38
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