Abstract

This study examines college students’ perception of e-learning and face-to-face learning. We also investigate the antecedents of student’s satisfaction and academic performance. Using a structural equation modeling framework, we found that cognitive control, perceived usefulness, course flexibility, classroom interaction, student’s characteristics and effectiveness of online learning influenced student’s satisfaction. In addition, general self-efficacy and student’s engagement predicted academic performance in our model. The authors of the study also discuss the implications, limitations, and future research directions.

Key words: College students, perception, e-learning, face-to-face learning, academic performance.