Configuring video-based learning and online learning experience to shape students’ satisfaction

Abstract

Universities value student satisfaction with online learning techniques because it implies achievement. Additionally, teachers’ use of ICT to boost student satisfaction should be examined. There is a limited amount of research on how video content in video-based learning and online learning experiences can improve student satisfaction as part of online learning strategy formulation. This study uses video content (understandability, reliability, and quality) in video-based and online learning to predict student satisfaction and test hypotheses and proposition using PLS-SEM and fs-QCA on 190 Indonesian university students who have taken online courses. The SEM analysis shows that online learning is the primary determinant of student satisfaction. Video content must be considered by teachers to boost online learning. Simultaneously, the online learning experience mediates content understandability and student satisfaction. The fs-QCA results offer both theoretical and practical insights that enable institutions to assess the degrees of satisfaction among students, distinguishing between those with high and low levels. Content understandability, reliability, and quality contribute to a high level of student satisfaction. Conversely, the absence of comprehensibility, excellence, and a satisfactory online learning encounter leads to diminished levels of contentment. The discoveries will assist establishments in enhancing the online educational encounter, thus impacting students’ satisfaction.