What determinates student learning satisfaction in a blended e-learning system environment?

This paper presents a learning satisfaction model that examines the determinant factors for student learning satisfaction in a blended e-learning environment. Conformation factor analysis was performed to test the reliability and validity of the measurement model. The partial least squares method was used to evaluate the causal model. The results indicated that the learning climate, perceived value and perceived ease of use significantly affected learning satisfaction. Computer self-efficacy had a strong impact on perceived behavioral control; computer self-efficacy, perceived behavioral control and social interaction had significant effects on perceived ease of use. System functionality, content feature and social interaction significantly affected perceived value. Social interaction had a significant effect on learning climate. This paper provides initial insights into those factors that are likely significant antecedents for planning and implementing a blended e-learning system to enhance student learning satisfaction.