The influence of perceived institutional support and social competencies on online learning satisfaction: A private higher education student perspective
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Abstract
COVID-19 pandemic has revolutionised higher education delivery through online learning. While it offers flexibility and accessibility, it also challenges social interaction and satisfaction. To address this challenge, this study adopted the Community of Inquiry framework as a valuable lens to investigate the relationship between perceived institutional support, social competencies with classmates and instructors, and online learning satisfaction. A quantitative approach was used to analyse and explore the proposed hypotheses through Partial Least Squares Structural Equation Modelling. Students with prior experience in online learning from private higher education institutions were approached as the respondents. A total of 419 samples were selected through purposive sampling. The results indicated a positive relationship between perceived institutional support and online learning satisfaction. Perceived institutional support is positively related to social competencies of classmates and instructors. The research found that social competencies with classmates and instructors significantly mediated the association between perceived institutional support and online learning satisfaction. The findings from the study have implications for educational institutions, instructors, and students.
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References
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