University students’ attitude, satisfaction, and future preference of online learning: Empirical evidence from an emerging country

Abstract

Following the COVID-19 outbreak, online learning was only available option to cope with the quarantine policies while continuing education. Still, the debate on the effectiveness of this teaching approach and its potential to strive in the future has been continuing. This debate has nonetheless received relatively less attention in developing countries. Through an integrated conceptual model based on the technology acceptance model and the theory of planned behavior, the current study attempts to investigate attitude, online satisfaction, academic achievement, and future preference of online learning among university students in an emerging country (i.e., Morocco). The proposed conceptual model is assessed using a sample of 588 Moroccan university students, and data is assessed using the partial least square technique. Managerial implications are suggested to universities, educators and policy makers.