JOURNAL OF EASTERN EUROPEAN AND CENTRAL ASIAN RESEARCH Vol.9 No.

5 (2022)

THE RELATIONSHIP BETWEEN E-LEARNING AND STUDENT

SATISFACTION AS MARKETING STRATEGY: A CASE STUDY AT A
PRIVATE UNIVERSITY

Eddy Soeryanto Soegoto

Department of Management, Universitas Komputer Indonesia, Indonesia

Senny Luckyardi
Department of Management, Universitas Komputer Indonesia, Indonesia

Rizky Jumansyah
Department of Information Systems, Universitas Komputer Indonesia, Indonesia

Herry Saputra
Department of Information Systems, Universitas Komputer Indonesia, Indonesia

Niël A Kruger
DHET-NRF Sarchi Entrepreneurship Education, Department of Business Management
College of Business and Economics, University of Johannesburg, South Africa

ABSTRACT
Universities have incorporated e-learning into their educational structures because of the unanticipated
transition from conventional learning to digital and hybrid learning methods to the closure of educational
facilities during the COVID-19 pandemic. This study aims to ascertain how e-learning influences students'
satisfaction at private universities and to develop a marketing strategy to keep institutions of higher
learning competitive throughout the COVID-19 or similarly disrupting events. In the study, we utilise a
quantitative descriptive method. Collecting data was done by distributing e-questionnaires to students at
a private university in Bandung. The sampling technique used random sampling with 245 respondents. The
data was subjected to numerous linear regression analyses using SPSS. ICT, ESQ, and EIQ are the study's
dependent variables, and e-learning is the study's independent variable. The findings indicate that all
variables influence and significance of e-learning and students' satisfaction with 65.9%, which can enhance
learning outcomes in private universities.

Keywords: Digital transition, education, electronic-learning, hybrid education, systemic disruption

DOI: http://dx.doi.org/10.15549/jeecar.v9i5.1052

INTRODUCTION unprecedented and profoundly disruptive

The recent COVID-19 pandemic has had an effect on the world. The latest variant of COVID
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 The relationship between e-learning and student satisfaction… Eddy Soeryanto Soegoto et al.

has significantly disrupted social and positive and accept the new learning system.
community activities by imposing travel Co-participation is one of the key variables in
restrictions and curfews and required the use students' willingness to utilise e-learning
of Personal Protection Equipment (PPE) in the platforms, according to Ghavifekr and
form of masks and sanitisers where essential Mahmood's (2017) investigation of the factors
goods needed to be purchased. influencing their use by Malaysian students.
Among the most disrupted sectors is Samsudeen and Mohamed (2019) studied the
education, which was effectively shut down by intentions of Sri Lankan university students in
governments locally and abroad in their using e-learning. They found that the
immediate response to the pandemic. acceptance of technology use significantly
However, with every new variant, students impacts behavioural intention and the use of e-
could not continuously delay their schooling. learning. Tang and Lim (2013) discussed
In response, governments implemented undergrad student readiness in e-learning in
limited online learning. Information and Malaysian private universities and found that
Communication Technology (ICT) soon the university has significantly profited from
became the leading solution to overcome the the implementation of e-learning (Tang, S. F., &
unpredictable limitations imposed by Lim, C. L. 2013).
governments regarding face-to-face Although the previous research shows
educational activities (Hermawan 2021). limited research on e-learning and student
In response, universities have had to rapidly satisfaction, this study primarily concentrated
improve their digital-based services in on determining how student satisfaction with
providing education and facilitating their education was affected through e-
interaction with university administrative learning at private institutions.
staff. ICT-based education is a means of
interaction between educational management LITERATURE REVIEW
and administration that both educators and
Digitalisation is an unavoidable reality of
education personnel can utilise, and students
living in the information age, altering our daily
can utilise to improve the quality, productivity,
private and professional lives with constant
effectiveness, and access to education.
innovation. Institutions of higher learning
Students have been forced to adapt to
must likewise adapt to technology and e-
university digitisation as they transition to
learning to remain relevant in the digital age.
hybrid- and online learning as we approach
This transition necessitates a simultaneous
industry 5.0. Given that many universities had
evolution of the teaching methodologies and
to rely primarily on their digital platforms to
the skills required to teach effectively in a
communicate with and educate their students,
digital environment.
a new basis for comparing the quality of ICT-
based education was established between What has been found is that e-learning I not
universities. Positive student perception of necessarily worse than face-to-face learning.
university digitisation efforts is essential as However, although Brink et al. (2020) found
information in this digital era spreads quickly that e-learning enhances student learning
and can impact public perception. experiences and creates new operational
possibilities, every university has a different
Currently, institutions of higher education
framework, and universities rely on students'
are embracing this transition as an opportunity
ability to deal with the digital framework
by incorporating digital infrastructure into
provided by the university. This adds
their operations. Amin et al. (2016) did a study
complexity to classroom dynamics from the
to find out how well-liked online education is
student and educator's perspectives.
in Bangladesh. The results demonstrate that
Consequently, adapting to e-learning
students are not pleased with the graphical
regardless of previous experience can come
user interface of online learning. Students'
with a learning curb that alienates users until
opinions of online education during the
mastered (Singh 2021). Furthermore, it is vital
pandemic in India were examined by Khan et
to ensure students' positive opinions about
al., (2020), and the findings reveal that
technology to ensure adoption (Brink et al.,
students' perspectives on e-learning are
2020).
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Even though the initial adaptation required Approaching the benefit of digital
from a consumer and content-producing technologies from the faculty perspective
perspective can be challenging, the benefits of allows lecturers and administrators to
utilising e-learning technologies are robust. cooperate, thus bolstering education and
The first benefit to note is that technology making student outcomes more transferrable
innovation in education encourages lecturers and accessible. Furthermore, digitisation
to utilise different communication mediums, allows universities to improve education
extend educational materials, and support the competency in learning and administration
assessment of learning objectives (Vogelsang, through evaluation of their content, analysis of
2019). Furthermore, e-learning accelerates the their viewer and engagement metrics, and
utilisation and improvement of the service automation of specific tasks. Despite these
system of the university. Moreover, e-learning benefits, using these technologies only allows
is cost-effective and better for the the university in question to stay on par with
environment as it reduces the need for other university study offerings; thus, efficient
transportation, accommodation near an practices must be investigated in an intensely
institution of higher education, and physical competitive world (Adler & Harzing, 2009).
stationery and textbooks. It also benefits
attending classes from anywhere with a
METHODOLOGY
cellular signal or wifi. Moreover, classes are
online; thus, they can be recorded and played In order to engage with the underlying
back where needed, allowing for greater nuances of this research and the factors that
understanding and a means of revising content pertain to it, a multistaged process, outlined in
and catching up where classes cannot be Figure 1, was followed, and several steps were
attended (Wang 2021). taken to facilitate the testing process.

Questionnai
Identificatio Study
re feasibility Analysis Conclusion
n Literature
test

Figure 1: Research Stages

Author's compilation (2022)

Research paradigm Research design

In order to determine how student Given the selected paradigm and the ample
education satisfaction is affected through e- research already conducted in this field, this
learning at private institutions and, secondly, paper utilised a quantitative research design.
to model those factors into a model, this study
employs a postpositivist paradigm to answer
Sample
both. The rationale for the postpositivist
paradigm is that, with the support of the This research's target population is students
literature, e-learning has been shown to have at private universities who have applied ICT in
generalisable effects on students and their teaching and learning process. Thus the
educators and that these interactions are selection of universities was based on
measurable and can be modelled through universities that have implemented ICT in
regression analysis. Furthermore, the their learning systems and services. Given that
researchers understand that this research does the entire population could not be engaged,
not necessarily constitute an absolute model the researchers limited the sample to
of these interactions and thus utilises this Universitas Komputer Indonesia students
paper to disambiguate this concept and across all study programs and several large
advance the field toward a comprehensive private universities in Bandung.
model A random non-probability sampling
technique was utilised between January and

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February 2022. The questionnaire was explicated the nature of e-learning and the
distributed online through web links like effects of digitisation. What was of particular
Facebook and WhatsApp groups to reach the value were the sources utilised in Table 1
maximum number of students. Respondents which presented already validated
who take online classes and are engaged in e- questionnaires that could be utilised in this
learning serve as the analytical unit. A total of study.
245 completed questionnaires were gathered. Once the relevant questions were identified,
they were compiled into a survey
Research instrument questionnaire which used discrete whole
numbers to record the respondent's responses
To develop the research instrument used in
and consisted of 25 questions. Table 1 lists the
this study, the survey questionnaire, the
sources from which the questions were
current stance of literature on the ongoing
derived, and the indicators (questions)
conditions, determinants and existing
gathered from them in a statement form.
problems regarding digitalisation and e-
Furthermore, Table 1 shows how they are
learning had to be identified. In the initial
grouped into overarching variables.
literature review process, a number of sources

Table 1: Research Informants

Variable Code Indicator Source
Information & ICT1 An environment that is favorable for teaching and learning Bhat &
Communication is promoted through ICT-based technique. Bashir
Technology ICT2 ICT-based methodology is positively correlated with (2018)
(ICT) students' academic performance.
ICT3 The ICT-based methodology is very supportive in
developing learners' styles.
ICT4 ICT resources are readily available, which improves my
productivity and learning efficiency.
ICT5 ICT-enabled instruction is superior to conventional
instruction.
ICT6 Ease of use
This ICT-enabled teaching approach instills self-assurance
in lecture preparation and delivery.
ICT7 ICT technologies like online quizzes, instructional blogs,
and regular email make communication easier.
ICT8 The use of ICT requires physical and social effort.
ICT9 ICT usage necessitates both physical and interpersonal
work.
ICT-based methods for teaching and learning help
educators unwind and calm down.
e-Service ESQ1 I can easily find any service I need thanks to ICT facilities. Parasuraman
Quality ESQ2 ICT facilities make it easy to get learning materials et al., (2005).
(e-SQ) anywhere and anytime.
ESQ3 This ICT facility and website are always available for
learning.
ESQ4 ICT facilities and websites do not crash after I upload
assignments.
ESQ5 ICT facilities and websites provide teaching materials and
services in an appropriate time frame.
ESQ6 ICT facilities and websites quickly send me what I ordered.
ESQ7 ICT facilities and websites protect information about my
confidential information (values, financial records, etc.).

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Table 1: Continued
ESQ8 My personal information is not shared with other websites
by ICT resources or websites.
e-Information EIQ1 The information provided on the web, as well as the Zhou et al.,
Quality university's ICT facilities, is accurate. (2014).
(e-IQ) EIQ2 Information is always easy to find on the web and in
university ICT facilities.
EIQ3 Up-to-date information on the web, as well as university
ICT facilities
EIQ4 Information is provided on the web, as well as complete
university ICT facilities.
E-learning EL1 Your perception of the overall quality of instruction from Headar et al.,
(EL) online learning is very good to bad. (2013).
EL2 The instructional website seems up to date.
EL3 The instructional website works great.
EL4 The instructional website has clear instructions.

Research Hypothesis and e-IQ. Based on the End-User Computing

This study analysed the relationship Satisfaction (EUCS) model formulated by Doll
between one variable and another. The and Torkzadeh (1988) and used in their
empirical analysis was conducted on variables research. Figure 2 is a research hypothesis
that affected student satisfaction: ICT, e-SQ, based on the EUCS model.

Figure2: Research Hypothesis

Source: Author's compilation (2022)

Three factors were theorised to impact As a result, three hypotheses can be

students' satisfaction with information and formulated in this study, namely:
communication technologies used during • H1 = ICT variable (X1) has an impact on
teaching and learning. ICT, e-SQ, and e-IQ. user satisfaction (Y).

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• H2 = Variable e-SQ (X2) has an impact on

user satisfaction (Y). RESULTS AND DISCUSSION
• H3 = Variable e-IQ (X3) has an impact on Validity and Reliability Test
user satisfaction (Y).
Validity is measured to determine how
• H4 = the three variables simultaneously appropriate the indicators used in this study
affect E-Learning (Y). are and test the relationship between question
points and the total score (Napitupulu, 2018).
Statistical analysis An indicator will have a high validity if the
score significantly influences the total score
Once the questionnaires were retrieved, data
(Sahin, 2018). The validity tests' results on the
analysis was carried out by conducting
tools employed, including ICT, E-Information
descriptive analysis, validity testing, and
Quality, and E-Service Quality Variables, are
reliability testing. Statistical analysis utilised
shown in Table 2, Table 3 and Table 4,
excel to record the data in line with Indonesian
respectively, and show that they are all
data protection requirements. The multiple
significant, valid and reliable.
linear regression model was created using
Statistical Package for Social Sciences (SPSS) Furthermore, the factors are shown to be
version 28.0.1 and Microsoft Excel. correlated, and thus related, to each other
Hypotheses were tested through T-tests and F- internally within their constructs, showing that
tests. there is structural cohesion in each variable.

Table 2: ICT Variable Validity Test

Correlations ICT1 ICT2 ICT3 ICT4 ICT5 ICT6 ICT7 ICT8 ICT9 ICT
** ** ** ** ** ** ** ** **
ICT Pearson 1 .718 .560 .577 .460 .501 .490 .263 .403 .754
1 Correlation
Sig. (2-tailed) n/a .000 .000 .000 .000 .000 .000 .000 .000 .000
N 249 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** ** **
ICT Pearson .718 1 .540 .570 .450 .436 .480 .303 .392 .741
2 Correlation
Sig. (2-tailed) .000 n/a .000 .000 .000 .000 .000 .000 .000 .000
N 249 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** ** **
ICT Pearson .560 .540 1 .662 .483 .520 .462 .351 .384 .755
3 Correlation
Sig. (2-tailed) .000 .000 n/a .000 .000 .000 .000 .000 .000 .000
N 249 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** ** **
ICT Pearson .577 .570 .662 1 .461 .587 .524 .328 .397 .776
4 Correlation
Sig. (2-tailed) .000 .000 .000 n/a .000 .000 .000 .000 .000 .000
N 249 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** ** **
ICT Pearson .460 .450 .483 .461 1 .482 .482 .329 .325 .697
5 Correlation
Sig. (2-tailed) .000 .000 .000 .000 n/a .000 .000 .000 .000 .000
N 249 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** ** **
ICT Pearson .501 .436 .520 .587 .482 1 .577 .360 .439 .750
6 Correlation
Sig. (2-tailed) .000 .000 .000 .000 .000 n/a .000 .000 .000 .000
N 249 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** ** **
ICT Pearson .490 .480 .462 .524 .482 .577 1 .374 .496 .757
7 Correlation
Sig. (2-tailed) .000 .000 .000 .000 .000 .000 n/a .000 .000 .000
N 249 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** ** **
ICT Pearson .263 .303 .351 .328 .329 .360 .374 1 .427 .591

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Table 2: Continued
8 Correlation
Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 n/a .000 .000
N 249 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** ** **
ICT Pearson .403 .392 .384 .397 .325 .439 .496 .427 1 .670
9 Correlation
Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000 n/a .000
N 249 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** ** **
ICT Pearson .754 .741 .755 .776 .697 .750 .757 .591 .670 1
Correlation
Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000 .000 n/a
N 249 249 249 249 249 249 249 249 249 249

Table 3: E-Service Quality Variable Validity Test and Correlations

ESQ1 ESQ2 ESQ3 ESQ4 ESQ5 ESQ6 ESQ7 ESQ8 ESQ
** ** ** ** ** ** ** **
ESQ1 Pearson Correlation 1 .645 .636 .455 .491 .612 .534 .430 .778
Sig. (2-tailed) n/a .000 .000 .000 .000 .000 .000 .000 .000
N 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** **
ESQ2 Pearson Correlation .645 1 .638 .439 .432 .519 .404 .448 .726
Sig. (2-tailed) .000 n/a .000 .000 .000 .000 .000 .000 .000
N 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** **
ESQ3 Pearson Correlation .636 .638 1 .479 .564 .636 .555 .452 .802
Sig. (2-tailed) .000 .000 n/a .000 .000 .000 .000 .000 .000
N 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** **
ESQ4 Pearson Correlation .455 .439 .479 1 .528 .566 .485 .421 .730
Sig. (2-tailed) .000 .000 .000 n/a .000 .000 .000 .000 .000
N 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** **
ESQ5 Pearson Correlation .491 .432 .564 .528 1 .605 .516 .458 .749
Sig. (2-tailed) .000 .000 .000 .000 n/a .000 .000 .000 .000
N 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** **
ESQ6 Pearson Correlation .612 .519 .636 .566 .605 1 .529 .488 .810
Sig. (2-tailed) .000 .000 .000 .000 .000 n/a .000 .000 .000
N 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** **
ESQ7 Pearson Correlation .534 .404 .555 .485 .516 .529 1 .684 .776
Sig. (2-tailed) .000 .000 .000 .000 .000 .000 n/a .000 .000
N 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** **
ESQ8 Pearson Correlation .430 .448 .452 .421 .458 .488 .684 1 .732
Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 n/a .000
N 249 249 249 249 249 249 249 249 249
** ** ** ** ** ** ** **
ESQ Pearson Correlation .778 .726 .802 .730 .749 .810 .776 .732 1
Sig. (2-tailed) .000 .000 .000 .000 .000 .000 .000 .000 n/a
N 249 249 249 249 249 249 249 249 249
**. Correlation is significant at the 0.01 level (2-tailed).

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Table 4: E-Information Quality Validity Test

Correlations
EIQ1 EIQ2 EIQ3 EIQ4 EIQ
** ** ** **
EIQ1 Pearson Correlation 1 .704 .720 .684 .881
Sig. (2-tailed) n/a .000 .000 .000 .000
N 249 249 249 249 249
** ** ** **
EIQ2 Pearson Correlation .704 1 .714 .657 .871
Sig. (2-tailed) .000 n/a .000 .000 .000
N 249 249 249 249 249
** ** ** **
EIQ3 Pearson Correlation .720 .714 1 .738 .898
Sig. (2-tailed) .000 .000 n/a .000 .000
N 249 249 249 249 249
** ** ** **
EIQ4 Pearson Correlation .684 .657 .738 1 .876
Sig. (2-tailed) .000 .000 .000 n/a .000
N 249 249 249 249 249
** ** ** **
EIQ Pearson Correlation .881 .871 .898 .876 1
Sig. (2-tailed) .000 .000 .000 .000 n/a
N 249 249 249 249 249

Table 5: Validity of Research Instrument items

Item Rcount rtable Information
ICT1 0.754 0,181 Valid
ICT2 0.741 0,181 Valid
ICT3 0.755 0,181 Valid
ICT4 0.778 0,181 Valid
ICT5 0.697 0,181 Valid
ICT6 0.750 0,181 Valid
ICT7 0.757 0,181 Valid
ICT8 0.591 0,181 Valid
ICT9 0.670 0,181 Valid
ESQ1 0.778 0,181 Valid
ESQ2 0.726 0,181 Valid
ESQ3 0.802 0,181 Valid
ESQ4 0.730 0,181 Valid
ESQ5 0.749 0,181 Valid
ESQ6 0.810 0,181 Valid
ESQ7 0.776 0,181 Valid
ESQ8 0.732 0,181 Valid
EIQ1 0.881 0,181 Valid
EIQ2 0.871 0,181 Valid
EIQ3 0.898 0,181 Valid
EIQ4 0.876 0,181 Valid

The results in Table 5 show that all the valid results, a reliability test is carried out to
instruments used in this study are valid for measure the instrument's reliability as a data
testing because the entire r-count value of the collection material (Munir, 2018). Table 6
instrument exceeds the r-table value. After shows the reliability testing result of all
testing the instrument's validity and getting instruments represented in the distributed

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questionnaires and obtained data. with the r-table value obtained from N = 249
(number of test respondents) and α = 0,01.
Table 6: Reliability Test Results of Research From the two data, the value of r-table =
Instruments 0.181 is obtained. The conclusion is that the
value of the r-count (0.957) is greater than the
Reliability Statistics
r-table (0.181), so the research instrument
Cronbach's Alpha N of Items tested can be trusted and thus considered
.957 25 statistically reliable.

The decision-making of Cronbach's Alpha Multiple Linear Regression Analysis

test is: Multiple Linear Regression (MLR) is a
If r-count >= r-tabel, then reliable statistical technique to predict the effect of
If r-count < r-tabel, then not reliable several independent variables using the
dependent variable (Maulud, 2020). Multiple
regression analysis was done using SPSS
Table 5 shows that the alpha value is 0.957
version 28.0.1 software; the results are shown
as the r-count. These results will be compared
in Table 7.

Table 7: Multiple linear regression analysis findings

Model Unstandardised Standardised T Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) .093 .191 .489 .625
ICT .295 .070 .250 4.230 .000
ESQ .152 .083 .133 1.843 .067
EIQ .482 .064 .497 7.530 .000

a. Dependent Variable: EL between the independent and dependent

The results of regression analysis using SPSS variables individually. The standard level of
can be explained through the obtained significance used is 5% (0.005). The analysis
regression model, namely: results using Excel and SPSS are shown in
Table 7. Dependent Variable: EL
Y = 0,093 + 0,295 X1 + 0,152 X2 + 0,482 X3
Table 7 provides an inference for the t-test
The above equation can be explained as
results, which are as follows:
follows:
1. The t-count value is 4,230, and the
1. Variable X1 (ICT) has a positive value of
significance value of the ICT variable is
0,295, so it can be said that the higher X1,
0,000 > 0.05. It is concluded that the ICT
the higher the quality of E-Learning.
variable has no effect and is not significant
2. Given that variable X2 (ESQ) has a for E-Learning.
positive value of 0,152, it can be said that
2. T-count is 1,843, whereas the significance
as X2 rises, so does the quality of e-
value for the E-Service variable is 0,067,
learning.
0.05. Conclusion: The E-service variable
3. Given that variable X3 (EIQ) has a positive has an impact and is essential for E-
value of 0,482, it can be claimed that the Learning.
quality of e-learning will increase as X3
3. The t-count value is 7,530, and the
increases.
significance value of the EIQ variable is
0.000 <0.05. It can be concluded that the
Hypothesis Test EIQ variable has an effect and is significant
T-Test for E-Learning.
The T-test tests the significance level
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F-Test immediately impacts the dependent variable.

The F test will produce a result if every The run tests were predicated on a 0.05
independent variable in the model significance threshold, or five per cent. Table 8
contains the outcomes.

Table 8: F Test Results Using SPSS

a
ANOVA
Model Sum of Df Mean Square F Sig.
Squares
b
1 Regression 74.006 3 24.669 160.551 .000
Residual 37.644 245 .154
Total 111.650 248

satisfaction in the application of e-learning.

a) Dependent Variable: EL
b) Predictors: (Constant), EIQ, ICT, ESQ
Coefficient of Determination
F-value computations for Table 8 yield a
significance level of 0.000 and an F-value of How well the independent variable X can
160,551. These findings show that the computed account for changes in the dependent variable Y,
F significance level is lower than the 0.05 or how much X contributes to Y, is shown by the
significance threshold. It indicated that the coefficient of determination (R2) number
variables ICT, e-IQ, and e-SQ together have an (Padilah, 2019). Table 9 displays the value of the
influence and significance on student coefficient of determination (R2).

Table 9: Results of the Regression Coefficient of Determination

Model Summary
Mode R R Adjusted R Std. Error of the
l Square Square Estimate
a
1 .814 .663 .659 .39198

Based on Table 9, the adjusted R2 value is level. Then, based on the regression test results,
0,659. These results can be interpreted that the coefficient of multiple determination R2 of
65,9s% of the diversity from E-learning can be 0,659 shows that the ICT, e-IQ can explain the
explained by ICT (X1), E-Service (X2), and E- student satisfaction variable, and e-SQ
Information Quality (X3), while the rest (34,1%) variables by 65,9%, while other factors explain
are other variables that were not studied. the remaining 34,1%
Based on the results obtained from the t-
count value and the significance level for each DISCUSSION
variable, namely ICT, e-IQ, and e-SQ, the results
The Covid-19 pandemic triggered the
show that the X2 and X3 variables influence the
digitalisation of education. However, since
variable. Y, but the X1 variable does not
then, it has become a standard competitive
influence the Y variable. This result occurs
requirement of university administrators
because, based on the results obtained from the
(Hasanah, 2020). To add emphasis to this point,
calculated F value and the significant level, the
Indonesia's ministry of education and culture
new X1 variable will be affected if it co-occurs
aims to hybridise learning permanently
with X2 and X3. The correlation analysis test
through simultaneous digital- and face-to-face
findings demonstrate that every independent
learning (Amin, 2020). Thus, although the
variable impacts the dependent variable, as
pandemic might have triggered its adoption, it
shown by the estimated r, which ranges from
is here to stay. The importance of the e-learning
0.800 to 1,000 and has a very strong association
capacities at a university level is their ability to
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 The relationship between e-learning and student satisfaction… Eddy Soeryanto Soegoto et al.

mitigate the risk universities face in similar Management Learning & Education, 8(1), 72-
emergency conditions. 95.
Professors, administrative staff, and students https://doi.org/10.5465/amle.2009.37012181
must rapidly adopt and adjust to digitisation so Amin, M., Akter, A., & Azhar, A. (2016). Factors
that the learning process can continue despite affecting private university students'
distance and time constraints and develop intention to adopt e-learning system in
additional e-learning methodologies. To enable Bangladesh.
students to retain teachings and adequately Amin, S., Sumarmi, S., Bachri, S., Susilo, S., &
support the caliber of graduates from each Bashith, A. (2020). The effect of problem-
university, e-learning must be of the highest based hybrid learning (PBHL) models on
possible quality. To this end, efforts should be spatial thinking ability and geography
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ABOUT THE AUTHORS

Senny Luckyardi, email:
[email protected]
Eddy Soeryanto Soegoto, Department of
Management, Universitas Komputer
Indonesia, Indonesia.
Senny Luckyardi, Department of Management,
Universitas Komputer Indonesia, Indonesia.
Rizky Jumansyah, Department of Information
Systems, Universitas Komputer Indonesia,
Indonesia.
Herry Saputra, Department of Information
Systems, Universitas Komputer Indonesia,
Indonesia.
Niël A Kruger, DHET-NRF Sarchi Entrepreneurship
Education, Department of Business
Management, College of Business and
Economics, University of Johannesburg, South
Africa

www.ieeca.org/journal 775
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