Students’ perceived satisfaction in the Digital Classroom: Insights from higher education

Abstract

This research examined the satisfaction of students from universities in Pakistan with digital classrooms. For this, we used qualitative technique that conducted deep interviews during dependence on e-learning. Given the worldwide move toward e-learning, this study sought to examine the determinants of learners' satisfaction with their digital learning experiences. Themes emerged from the analysis of interview data: accessibility and usability of platforms; quality of communication and interaction; flexibility and convenience; challenges with technical issues, and impact on learning and engagement. Although the flexibility and accessibility online modalities remained popular among students. Participants also showed dissatisfaction with online learning practices because of low interaction and engagement in some of the digital classrooms, and technical glitches that disrupted learning for some students. Implications of the findings are discussed in relation to the prior literature, highlighting an urgent need to upgrade existing technological infrastructures as well as teaching methodologies in order to substantially improve the overall performance of e-learning. This serves to enhance the overall picture for e-learning satisfaction and provides some recommendations for quality improvement of online education with respect to technological dimension and human dimension. Through an examination of these themes, this investigation imparts critical lessons to educators, policymakers, and administrators on developing and maintaining online learning environments.