Factors that Influence Student Satisfaction in a Hybrid Higher Education Context: The Mediating Effect of Student Experience
DOI:
https://doi.org/10.26439/pjm2025.n001.7290Keywords:
higher education, hybrid education, student´s experience, student´s satisfaction, PLS-SEM, technology acceptance modelAbstract
Objective: To determine the effect of teacher technological and pedagogical knowledge perception (TPK) and perceived usefulness and ease of use of the technological tool (PUEU) on student´s experience (EX) and student´s satisfaction (LS) in hybrid learning in higher education, using the TAM and TPACK models. Methodology: The study, with a positivist perspective and quantitative approach, employed Partial Least Squares Method Structural Equation Modeling (PLS-SEM). Survey data from 179 higher education students were analyzed using Smart PLS 4. Results: TPK and PUEU significantly impacted EX (H1 and H2). EX positively influenced LS (H3), and TPK was found not to impact LS directly (H4) but through EX (H6). PUEU had a significant impact on LS (H5), and the mediating effect of EX between PUEU and LS was confirmed (H7). Originality/value: This study addresses the influence of PUEU and TPK on EX. As well as the mediating effect of EX on the relationships between PUEU and LS and TPK and LS. Practical implications: The COVID-19 pandemic prompted new modes of higher education in the world, such as hybrid education. The results are relevant for designing hybrid education programs that consider factors that enhance student´s experience and satisfaction.
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