Impact of Attitude, Emotion, Interaction, and Perception on Learner Satisfaction in Online Learning with Mediating Effect of Motivation During COVID-19

Abstract

Switching from traditional to online learning during the COVID-19 pandemic bore the associated opportunities and challenges. The study presents the clout of Perception, Emotion, Attitude, Teacher-Student, and Peer interaction on Learner Satisfaction (LS) partially mediated by motivation among business management students of Russia, India, and Bangladesh. The psychological framework used in the study, followed by Structural Equation Modelling, displayed a significant association between all exogenous and endogenous variables. The responses from the 1008 students during the pandemic corroborate two critical learning theories, i.e. Social Constructivism and Media Richness Theory, by confirming a significant and positive relationship between attitude and motivation. The learners’ perception of the content and administration is pivotal for LS. Whereas peer learning was an important aspect in Russia and India, assisted learning was preferred by the students of Bangladesh.