Title:

A Litereture Review On E- Learning Satisfaction and

Continuous Intention

By
Md. Rasel
(ID: 20151118001)

Under the Supervision of

Md. Al Amin
Assistant Professor, Department of Marketing

An internship report is presented

in partial fulfilment of the requirements for the Degree of
Master of Business Administration in Department of Marketing
Faculty of Business Studies,
Bangabandhu Sheikh Mujibur Rahman Science and Technology University, Gopalgonj-8100.

30 June, 2022
 Title:
A Litereture Review On E- Learning Satisfaction and
Continuous Intention
By

Md. Rasel
(ID:20151118001)

Under the Supervision of

Md. Al Amin
Assistant Professor
Department of Marketing
Bangabandhu Sheikh Mujibur Rahman Science and Technology University, Gopalgonj-8100.

An internship report is submitted

in partial fulfillment of the requirements for the Degree of
Master of Business Admintration in Department of Marketing,
Faculty of Business Studies,
Bangabandhu Sheikh Mujibur Rahman Science and Technology University, Gopalgonj-8100.

30 June, 2022
Supervisor Certificate
It is to certify that Md. Rasel, Son of Md. Faruk Khan has pursued his Master of Business
Administration in Marketing under my supervision. His report title is “A Litereture Review On
E- Learning Satisfaction and Continuous Intention”. The findings in his thesis are genuine in
nature, which includes final revisions, as I suggested. Moreover, the thesis is within tolerable of
the limit of plagiarism as recommended by the Faculty of Business Studies, Bangabandhu Sheikh
Mujibur Rahman Science and Technology University.
I wish her a good life and better opportunities in every step of her life.

…………………..
Md. Al Amin
(Supervisor)
Contents

1. Introduction ...................................................................................................................................1
1.1 Background of Study: ......................................................................................................................... 1
1.2 Problem statement: ............................................................................................................................ 1
1.3 Aim of the study: ................................................................................................................................. 1
1.4 Objectives of the study: ...................................................................................................................... 1
1.5 Research Questions:........................................................................................................................... 1
1.6 Rationale of this research: .................................................................................................................. 2
2.2 Hypothesis Development ..............................................................................................................5
2.2.2 Perceived Innovativeness ................................................................................................................ 5
2.2.3 Attitude ............................................................................................................................................ 5
2.2.4 Social Presence ................................................................................................................................ 5
2.2.5 Impulsivity ........................................................................................................................................ 5
3.1 Methodology ...............................................................................................................................7
Virtual laboratory and practical work ..............................................................................................9
4.1 Conclusion ................................................................................................................................. 12
Bibliography .................................................................................................................................... 13
1. Introduction
1.1 Background of Study:
Thus, overcoming this crisis Bangladeshi higher education ministry has ordered the closing of all
educational institutions, and educational institutions start to use e-learning platforms. Thus, e-
learning provides is an effective and efficient exchange of learning experiences, that’s why it is
important to ensure e-learning systemsuccessful. First China experienced a peculiar coronavirus
that had killed some people in China within a few days and thousands of other Chinese suffered.
Then, this virus was named COVID-19 novel coronavirus by the scientists of China and this virus
was first introduced at the end of 2019 in Wuhan (Adnan Shereen et al., 2020). In a short period
of time, this virus spread all over the world. Most the countries’ economies are affected due to this
pandemic (Shahzad et al., 2020). When the consequences of the COVID-19 pandemic are
unstoppable and uncontrollable then almost 120 countries have stopped face-to-face learning
(Shahzad et al., 2020). In this situation, higher education systems use an e-learning platform for
operating their education (Shahzad et al., 2020). E-learning appears to have been a blessing for
students and teachers during the COVID-19 pandemic. Students ingress course-related
information at any time there has no time restriction or geographical constraint in e-learning (Al-
Samarraie, Selim, and Zaqout, 2015). It helps the students and teachers to work together and
influence each other and it also provides active learning, which raises collaboration and sharing
between teachers and students (Alsabawy, Cater-Steel, and Soar, 2016, Al-Samarraie et al., 2016).

1.2 Problem statement: Though, in this research, a particular gap exists. Many researches e-
learning in various sectors but they did not use e-learning in higher education in the context of
Bangladesh. The researcher use technology acceptance model (TAM) and some extended variables
to overcome this gap. The conceptual framework with extended variables used in this study will
guide students and instructors.

1.3 Aim of the study: The main quest of this research is to measuring interpersonal attraction to
e-learning through extended variables.

1.4 Objectives of the study:

 To find out PI related with interpersonal attraction to e-learning.
 To analysis the impact of Attitude on e-learning system.
 To evaluate the Socil presence,impulsivity and interpersonal attraction to e-learning.

1.5 Research Questions:

1. How does the perceived innovativeness affect interpersonal attraction to e-learning?
2. How does the interpersonal attraction to e-leaening evaluate the relationship between
attitude and social presence?
3. How does the impulsivity examine the connection between interpersonal attraction to e-
learning?

1
1.6 Rationale of this research: In this research, the researcher use e-learning platforms in higher
education during the COVID-19 pandemic. The researcher analyzes this because e-learning is the
parameter of educational environments and reinforces the success of twenty-first-century
education. E-learning also adds value to the learning process of all educational platforms. It is a
driving force of development and innovation in both developed and developing countries
(Talebian, Mohammadi and Rezvanfar, 2014). Thus, this platforms not only increased speed of
transfaring knowledge, but also increased transferring methods. E-learning in Bangladesh is still
in its first phase and there has only a few online programmers (Talebian, Mohammadi and
Rezvanfar, 2014).

2
Chapter 2: Literature Review

E-learning, is online learning or electronic learning, is the acquisition of knowledge that takes
place through electronic technologies and media (Muhammad, et al., 2018). “E-learning is defined
as information and communication technologies used to support students improve their learning”
(Ellis, Ginns, and Piggott, 2009, pp-304).

Many researchers have concentrated on determining the characteristics such as students’

interaction with learning materials, students’ interaction with knowledge, encompassing selection,
and involvement in answering and problems solving systems (Talebian, Mohammadi, and
Rezvanfar, 2014).

The previous studies have considered different aspects of e-learning from different perspectives.
Chiu, (2021), explored the influence of perceived autonomy, perceived competence, perceived
relatedness, behavioral engagement, and cognitive engagement on student engagement in online
learning based on SDT (Self-determination theory) from 1201 students. Another study by,
Phirangee & Malec, (2017), explains the impact of resources, time convenience, student-teacher
interactions, student-student interactions, and improvement on online learning experiences based
on the Technology Acceptance Model (TAM) from in-depth semi-structured interviews of 6
university students. Moreover, Agudo-Peregrina, García, and Pascual-Miguel, (2014), found the
impact of behavioral intention, perceived usefulness, perceived ease of use, subjective norms, and
self-efficiency on use behavior based on the Technology acceptance model from 95 third-fourth
year graduate students. Further, Sánchez-Franco, Martínez-López, and Martín-Velicia, (2009)
described perceived ease of use, attitude, usefulness, and flow influence intention based on a
technology acceptance model from 680 university professors. Furthermore, Kumi–Yeboah,
Dogbey, & Yuan, (2017), explained the effect of resources, time convenience, student-teacher
interactions, student-student interactions, improved academic behavior, and parental support on
online learning experiences based on TAM from 40 minority students. Besides, Ozkan and
Koseler, (2009) explained attitude, instructor quality, system quality, information quality, service
quality, and supportive issues influence learners’ perceived satisfaction based on the Hexagonal e-
learning assessment model (HELAM). Another research by Ellis, Ginns, and Piggott, (2009)
explained the impact of interactivity, approaches to e-moderating, and workload awareness on
students’ e-learning outcomes based on 140 students. Also, Zhang, Cao, Shu, & Liu, (2020),
explained performance expectancy, effort Expectancy, Social Influence, and facilitating conditions
that influence the adoption of the e-learning system based on UTASS from 287 students. Finally,
Chatterjee and Correia, (2019), analyze the impact of the existence, nature, and strength of the
relationship on collaborative learning and a sense of community-based on TAM from 386 graduate
students.

3
However, the existing research did emphasize determining the influence of information implied,
cognitive evaluation (CE) on interpersonal attraction to e-learning based on the Information
Interaction Model (IIM) from the perspective of Bangladesh. More importantly, Information
Interaction Model (Norman, 1976) illustrates the influence of information implied, cognitive
evaluation (CE) on interpersonal attraction. Accordingly, the previous studies have also considered
Information Interaction Model in different contexts, for instance, intelligent transportation (Hsu
and Wallace, 2007), and online-offline commerce (Yang et al., 2020). The previous studies also
understood the necessity of the Information Interaction Model in other fields (Choe and Leite,
2017, Gregory Ashby and O’Brien, 2007). Despite this, the applications of the Information
Interaction Model are yet to be verified in e-learning incorporating intrinsic rewards, extrinsic
rewards, and perceived compatibility from the perspective of an emerging country like Bangladesh
information implied, cognitive evaluation (CE) on interpersonal attraction to e-learning from the
perspective of an emerging country like Bangladesh. Hence, the present study developed a unique
theoretical model based on an information interaction model integrating two contemporary
dimensions (i.e. social presence, impulsivity, and perceived usefulness). The figure-1 depicted the
hypothesized relationship of the study.

Perceived
innovativeness Attitude

Interpersonal
Attraction to E-
learning (IAEL)

Impulsivity
Social Presence

4
2.2 Hypothesis Development
2.2.2 Perceived Innovativeness
Innovation means new technology used for product and services, delivery system, marketing,
management and employee Hypothesis Development of organization which is help for getting
competitive advantage. Perceived innovativeness is what that is when customer adopt
competencies technology of service provider or product seller (JinJyung Jenny Kim, 2021). When
customer adopt heartedly product and service innovativeness, customer’s life patterns changed and
easier. Perceived innovativeness is a newness and uniqueness that differentiate many competitive
product and services (Fantinato, 2018).
Hence, we have developed the following hypotheses:

H1: perceived Innovativeness has a positive influence on Interpersonal Attraction to E-learning

(IAEL).

2.2.3 Attitude
Attitude is a psychological term. Attitude means that is individual persons positive and negative
appreciation of behavior regarding to new technology. Attitude has two parts which are
product/service effectiveness to customers and customers comfort of use. (Jinsoo Hwang, 2019).
So, Attitude is very much considerable to change or PI (J.Hopwood). Hence, we have developed
the following hypotheses:
H2: Attitude has a positive influence on Interpersonal Attraction to E-learning.

2.2.4 Social Presence

According to FULK et al. (1987), the ability of a medium to allow consumers to engage with others
in terms of being psychologically present was defined as social presence. Moreover, Heerink et al.
(2008) and Shin and Choo, (2011) claim that social presence is linked to the perception of illusion
and feelings of other people's presence. social presence could impact IAEL by encouraging
students and making lilinkso students and e-learning. The previous study has found the positive
influence of social presence on Interpersonal Attraction to E-learning (IAEL) in the context of
acceptance of a companion robot and socially interactive robotics (Heerink et al. 2008). Hence,
we have developed the following hypotheses:
H3: Social presence has a positive influence on Interpersonal Attraction to E-learning (IAEL).

2.2.5 Impulsivity
Impulsivity is defined as the driving force behind the behaviors that distinguish it from
compulsivity. Whereas compulsivity stems from a need to relieve anxiety or discomfort,
impulsivity stems from a desire for pleasure, arousal, and fulfillment. (Hollander and Rosen, 2000,
P-39). In this research, impulsivity encourages students to make attraction. The previous study has
found the positive influence of impulsivity on Interpersonal Attraction in the context of

5
entrepreneurial perseverance (Pietersen and Botha, 2021). Hence, we have developed the
following hypotheses:
H4: Impulsivity has a positive influence on Interpersonal Attraction to E-learning (IAEL).

6
3.1 Methodology

I have collected data from Google schoolers for this study. Several articles on E-Learning
platforms have been explained in this research study all these articles are described in Table 1:

SL Autho Context Model Sample Country Independent Dependen

rs & adopted Size and variables t variables
Year Method
01 (Chiu, Student SDT (Self- 1201 Hong Perceived Student
2021) engagement Determina Grade 8 Kong autonomy, engageme
in online tion and 9 Perceived nt in
learning Theory) students competence, online
Perceived learning
relatedness,
Behavioral
engagement,
Cognitive
engagement,
02 (Kum Online TAM 40 United resources, time Online
i- Learning Minority State convenience, Learning
Yebo students student-teacher Experienc
ah, interactions, es
Dogb student-student
ey & interactions,
Guan improved,
gji academic
Yuan behavior, and
2018) parental support
03 (Shah Effects DeLone 280 Malaysi Information Intention
zad et of COVID- and McLe respond a quality, service to use,
al., 19 in E- an model ents quality, system User
2020) learning (D&M) quality intention
04 (Al- E-learning Technolog 47 Malaysi Attitude, Social
Samar satisfaction y respond a conformation, influence
raie et in higher continuanc ents, information
al., education e theory intervie quality, service
2017) w quality, system
quality, ease of
use, usefulness

7
 (Agud Differences Technolog 81 Madrid Behavioral behavior
05 o- between y respond intention,
Pereg higher acceptance ents perceived
rina, education model usefulness,
Garcí and lifelong perceived ease
a and learning of use,
Pascu subjective
al- norms, self-
Migu efficiency
el,
2014)
06 (Phira Online TAM In-depth Canada Students, E-
ngee learning (Mixed semi- teachers, learning
& Methods) structure educational User
Malec d organizations, Interface
2017) intervie content (ELUI
ws of 6 providers,
universit technology
y providers, and
students accreditation
bodies
07 (Deč Acceptance UTAUT 228 Slovenia Performance Behaviora
man, of e- model respond expectancy, l intention
2015) learning ents effort
environmen expectancy,
t social
influence,
08 (Sánc Web-based TAM 680 Spain Perceived ease Intention
hez- electronic Respond of use, attitude,
Franc learning ents usefulness,
o, flow
Martí
nez-
López
and
Martí
n-
Velici
a,
2009)

8
09 (Estri Virtual TAM 261 Spain Perceived Use of
egana, laboratory Respond Usefulness, OLE
Medi and ents Perceived Ease
na- practical of Use,
Mero work Perceived
dio & Satisfaction,
Barch Efficiency
ino Playfulness,
2019) Attitude toward
use of the OLE
10 (Murp E-learning Securitizat Qualitati Canada Securitizing successful
hy, in COVID- ion theory ve actor, securitizat
2020) 19 research securitizing ion
pandemic move, audience
assent
11 (Ozka Evaluation Hexagonal 265 Turkey Learner Learners
n and of e- e-learning respond attitude, perceived
Kosel learning assessment ents instructor satisfactio
er, system model quality, system n
2009) (HELAM) quality,
information
quality, service
quality,
supportive
issues
12 (Martí Technology TAM 220 Spain Perceived Use of e-
nez- acceptance respond usefulness, learning
Torre of e- ents Perceived ease
s et learning of use,
al., tools interactivity,
2008) and control,
feedback,
communicative
ness, user
adaptation
13 (Zhan Blended UTASS 287 China Performance Adoption
g et Learning respond Expectancy, of the e-
al. Environme ents Effort learning
2020) nt Expectancy, system
Social
Influence,
Facilitating
Conditions

9
14 (Ellis, E-learning 200resp Australi Interactivity Students
Ginns in higher ondents a approaches to e-learning
and education e-moderating, outcomes
Piggo workload
tt, awareness
2009)

15 (Farh E-learning TAM 102 Canada Technological Customer

an et systems students content perception
al. versus and 10 knowledge,
2019) instructiona teachers technological
l knowledge,
communica pedagogical
tion tools knowledge,
age,
communication
tools
16 (Ram Framework EUT Malaysi Extrinsic Student
akrisn for e- research a factors, motivatio
an et learning framework Control, n and
al., mechanism, commitme
2012) intrinsic factors nt

17 (Chatt Online TAM 3 United The existing Collaborat

erjee Students’ Respond State Nature, ive
& Attitudes ents Strength of the learning
Correi Toward relationship and sense
a Collaborati of
2019) ve Learning communit
y

10
18 (Mag online TEC Two Collaboration, Attitude
en- collaborativ Model colleges, Satisfaction,
Nagar e learning The Intrinsic
& program students Motivation,
Shonf from the
eld four
2017) groups.
Interven
tion
group
(47),
and the
control
group
(45)
19 (Saun Staff Distance 197 United Requirements Assessme
ders, attitudes to Learning respond State analysis, User- nt
Brook distance model ents friendly planning
s& learning usability
Daws Interactivity,
on Perceived
2019) usefulness,
Attitude,
perceived ease
of use,
20 (Wu Continuanc Technolog 284 China Perceived Continuan
& e y respond usefulness, ce
Zhang intentions acceptance ents Perceived ease intention
2014) towards model of use,
ELearning (TAM) Attitude,
and IMS Accessibility,
Accuracy,
Completeness,
Sociality,
Altruism,

11
4.1 Conclusion
In this research, the researcher use e-learning platforms in higher education during the COVID-19
pandemic. The researcher analyzes this because e-learning is the parameter of educational
environments and reinforces the success of twenty-first-century education. E-learning also adds
value to the learning process of all educational platforms. It is a driving force of development and
innovation in both developed and developing countries (Talebian, Mohammadi and Rezvanfar,
2014). Thus, this platforms not only increased speed of transfaring knowledge, but also increased
transferring methods. E-learning in Bangladesh is still in its first phase and there has only a few
online programmers (Talebian, Mohammadi and Rezvanfar, 2014).

12
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