Exploring Differences in e-Learning Satisfaction: Comparative Study between Public and Private University 探讨电子学习满意度的差异：公立大学与私立大学之间的比较研究

Abstract

Recent studies suggest that domain-specific e-learning contributes an important role in shaping the user's satisfaction of e-learning. In general, this study has been undertaken to examine the effect of system design, perceived ease of used (PEOU), institutional support, and self-efficacy on user’s satisfaction of e-learning. A survey in the form of a questionnaire was utilized to collect data information from 227 college students who were chosen through the convenience sampling method. This study has been undertaken to compare the factors that affect e-learning satisfaction between a sample of 106 local university students and a sample of 121 private university students from the questionnaire survey. The gathered data were analyzed by the Statistical Package for the Social Sciences (SPSS). The demographic characteristics of the participants were determined using frequency distribution and percentages, and the reliability of the data was evaluated through a consistency test. To explore the relationship between the six independent variables and e-learner satisfaction, this research utilized multiple linear regression. Findings show that the private university students in the sample are more tolerant than public university students in their e-learning process, and are satisfied of the e-learning barrier during the COVID-19 pandemic. The results from this study are consistent with previous cushion theory and other empirical findings. Alternative 
explanations such as a lack of knowledge about the relationship between perceived ease of use and self-efficacy with e-learning satisfaction among the current generation of students during the pandemic period are also explored. The theoretical and practical implications of this study are discussed. By addressing these factors and providing a positive e-learning experience, institutions can encourage greater adoption and engagement with e-learning platforms in the future.

近期的研究表明，特定领域的电子学习在塑造用户对电子学习的满意度方面发挥了重要作用。总的来说，本研究旨在考察系统设计、使用感知易度（PEOU）、机构支持和自我效能对用户对电子学习的满意度的影响。通过方便抽样方法选择227名大学生，利用问卷调查收集数据信息。本研究比较了影响电子学习满意度的因素，对106名地方大学生和121名私立大学生进行了问卷调查。所收集的数据由SPSS进行分析。利用频数分布和百分比确定参与者的人口特征，并通过一致性测试评估数据的可靠性。为探索六个独立变量与电子学习者满意度之间的关系，本研究利用多元线性回归。研究结果表明，在COVID-19大流行感期间，样本中的私立大学生比公立大学生更容忍电子学习过程和电子学习障碍的满意度。这项研究的结果与先前的缓冲理论和其他实证研究一致。还探讨了其他解释，例如当前一代学生在流行期间对感知易用性和自我效能与电子学习满意度之间关系的缺乏了解。本研究讨论了理论和实践意义。通过解决这些因素并提供积极的电子学习体验，机构可以鼓励未来更广泛的电子学习平
台的采用和参与。