Abstract:

Widespread Internet adoption and connectivity ensure that e-learning removes obstacles to time, distance, and economic status while allowing individuals to take more responsibility for their continuous learning. E-learning has impacted student experience, way of communication, education quality, critical thinking, self-learning, and satisfaction in higher education. This article uses a systematic literature review method to investigate the level of satisfaction and critical thinking impacted by e-learning environment. The article uses two models the Technology Acceptance Model (TAM) and Information System (IS) success model as a framework in this investigation. The conceptual model of this investigation uses two main TAM attributes, perceived usefulness, and perceived ease of use and from IS model three main attributes: quality of information, quality of the system, and quality of service. These five attributes are used to identify the impact of e-learning on satisfaction and critical thinking as reported in the literature. The findings identified that the three IS model attributes have a considerable influence on the two core attributes of the TAM model which directly influenced student satisfaction. The information quality, system quality, and service quality had a positive impact on perceived usefulness and through their perceived usefulness, implicitly affected customer satisfaction. The perceived ease of use TAM attribute has more direct and indirect impacts by perceived usefulness on the satisfaction of e-learners. The review also identified some factors that adversely impacted satisfaction, such as anxiety and lack of interaction. The factors impacting critical thinking such as better decision-making, self-reflection and creativity are discussed as well as the challenges. The article suggested the possible avenues for the future work.

Keywords:

e-learning, Satisfaction, Critical thinking, Technology acceptance model.