Educational practices and learning outcomes in contemporary classroom settings

Abstract

This study examined the influence of students' e-learning readiness on their satisfaction, as well as the moderating role of socio-demographic characteristics on this relationship among postgraduate distance education students at three Ghanaian universities: Kwame Nkrumah University of Science and Technology, the University of Ghana, and the University of Cape Coast. The study was underpinned by social cognitive theory. Using a stratified sampling technique, the study selected 500 postgraduate students enrolled in distance education programs. It utilized partial least squares structural equation modeling, specifically the disjoint two-stage method in the reflective-reflective hierarchical component model. The analysis revealed that students’ readiness for e-learning has a positive and significant effect on student satisfaction. Most socio-demographic characteristics, such as academic field, sex, age, institution, and platform skills, exert an insignificant effect on students' satisfaction, except for skill tools, which have a significant influence. Additionally, socio-demographic factors like academic fields, institutions, and skill tools significantly moderate the relationship between students’ readiness for e-learning and their satisfaction. These findings suggest that tool-specific training and readiness assessments are essential to enhance e-learning satisfaction and promote equity. Universities should prioritize skill development over demographic profiling to reduce barriers, improve retention, and increase post-COVID satisfaction.