ESSAM: AN ASSESSMENT MODEL FOR EVALUATING STUDENTS SATISFACTION IN E-LEARNING ENVIRONMENTS

Abdul Hamid M. Ragab; Amin Y. Noaman; Ayman İ. Madbouly; Ahmed M. Khedra; Ayman G. Fayoumi

doi:10.18768/ijaedu.455619

Research Article

Year 2018, , 175 - 184, 27.08.2018

Abdul Hamid M. Ragab Amin Y. Noaman Ayman İ. Madbouly Ahmed M. Khedra Ayman G. Fayoumi

https://doi.org/10.18768/ijaedu.455619

Abstract

References

Aguti, B., Wills, G. B., & Walters, R. J. (2014). An Evaluation of the Factors that Impact on the Effectiveness of Blended E-Learning within Universities. Ahead, C. (2013). Technology Review, (September), 3–6. doi:10.1115/1.2352792 Alias, N., Zakariah, Z., Ismail, N. Z., & Aziz, M. N. A. (2012). E-Learning Successful Elements for Higher Learning Institution in Malaysia. Procedia - Social and Behavioral Sciences, 67(November 2011), 484–489. doi:10.1016/j.sbspro.2012.11.353 Al-Qahtani, M., Al-Qahtani, M., & Al-Misehal, H. (2013). Learner satisfaction of e-Learning in workplace: Case of oil company in Middle East. Proceedings of the 2013 10th International Conference on Information Technology: New Generations, ITNG 2013, (c), 294–298. doi:10.1109/ITNG.2013.47 Andersson, A. (2008). Seven major challenges for e-learning in developing countries: Case study eBIT , Sri Lanka. International Journal of Education and Development Using Information and Communication Technology, 4(3), 45–62. Anthony, K. (2012). Analysing the Influences Of Course Design and Gender on Online Participation. Online Journal of Distance Learning Administration, 12(Iii), 216–223. Retrieved from http://www.westga.edu/~distance/ojdla/fall153/anthony153.html Bailie, J. L. (2015). Online Graduate Instruction: What Faculty Consider Reasonable In Relation to What Students Expect, 11(1), 42–54. Catalunya, U. O. De. (2014). Predicting International Critical Success Factors in e - learning: A comparison of four universities from China, Mexico , Spain and USA . Armando Cortés Ordóñez, (July). Chen, P. H. (2012). E-Learner Characteristics and E-Learner Satisfaction. International Journal of Computer-Assisted Language Learning and Teaching, 2(2), 1–15. doi:10.4018/ijcallt.2012040101 Cheok, M. L. (2015). Predictors of E-Learning Satisfaction in Teaching and Learning for School Teachers : A Literature Review, 8(1). Chou, T.-C. R. (2014). A Scale of University Students’ Attitudes toward e-Learning on the Moodle System. International Journal of Online Pedagogy and Course Design, 4(3), 49–65. doi:10.4018/ijopcd.2014070104 Claar, C. (2014). STUDENT ACCEPTENCE OF LEARNING MANAGEMENT SYSTEMS : A STUDY ON, 15(I), 409–417. Cole, G. (2014). Higher education for the modern world: The role of e-learning. Development and Learning in Organizations, 28(4), 21–23. doi:10.1108/DLO-04-2014-0031 Croxton, R. a. (2014). The Role of Interactivity in Student Satisfaction and Persistence in Online Learning. MERLOT Journal of Online Learning and Teaching, 10(2), 314–325. Golam Kabir. (2011). Comparative analysis of I Ndicator S Ystems. International Journal of Fuzzy Logic Systems, 1(June), 1–16. Grace, D., Weaven, S., Bodey, K., Ross, M., & Weaven, K. (2012). Putting student evaluations into perspective: The Course Experience Quality and Satisfaction Model (CEQS). Studies in Educational Evaluation, 38(2), 35–43. doi:10.1016/j.stueduc.2012.05.001 Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers and Education, 57(1), 1194–1201. doi:10.1016/j.compedu.2011.01.004 Ibezim, N. E. (2013). Technologies Needed for Sustainable E-Learning in University Education, 2013(October), 633–638. Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers and Education, 57(2), 1654–1664. doi:10.1016/j.compedu.2011.02.008 Kamvysi, K., Gotzamani, K., Andronikidis, A., & Georgiou, A. C. (2014). Capturing and prioritizing students’ requirements for course design by embedding Fuzzy-AHP and linear programming in QFD. European Journal of Operational Research, 237(3), 1083–1094. doi:10.1016/j.ejor.2014.02.042 Kennedy, J. (2014). Characteristics of Massive Open Online Courses (MOOCs):, 13(1), 1–16. Kerr, M. S., Rynearson, K., & Kerr, M. C. (2006). Student characteristics for online learning success. Internet and Higher Education, 9(2), 91–105. doi:10.1016/j.iheduc.2006.03.002 Kong, F., & Liu, H. (2005). Applying fuzzy analytic hierarchy process to evaluate success factors of e-commerce, 1(3), 406–412. Krause, J. (2015). Competency-Based Education- A Framework for Measuring Quality Courses. Lalovic, M. (2002). An ABET assessment model using Six Sigma methodology. PhD Thesis, Department of Mechanical, Industrial and Nuclear Engineering of the College of Engineering, University of Cincinnati. Lo, T. S., Chang, T. H., Shieh, L. F., & Chung, Y. C. (2011). Key factors for efficiently implementing customized e-learning system in the service industry. Journal of Systems Science and Systems Engineering, 20(3), 346–364. doi:10.1007/s11518-011-5173-y Lupo, T. (2013). A fuzzy ServQual based method for reliable measurements of education quality in Italian higher education area. Expert Systems with Applications, 40(17), 7096–7110. doi:10.1016/j.eswa.2013.06.045 Martin, F. (2008). Blackboard as the learning management system of a computer literacy course. Journal of Online Learning and Teaching, 4(2), 138–145. Retrieved from http://libres.uncg.edu/ir/uncw/f/martinf2008-1.pdf Martín-Rodríguez, Ó., Fernández-Molina, J. C., Montero-Alonso, M. Á., & González-Gómez, F. (2014). The main components of satisfaction with e-learning. Technology, Pedagogy and Education, (February 2015), 1–11. doi:10.1080/1475939X.2014.888370 McGill, T. J., Klobas, J. E., & Renzi, S. (2014). Critical success factors for the continuation of e-learning initiatives. The Internet and Higher Education, 22, 24–36. doi:10.1016/j.iheduc.2014.04.001 Mehregan, M. R., Jamporazmey, M., & Hosseinzadeh, M. (2011). Proposing an approach for evaluating e-learning by integrating critical success factor and fuzzy AHP, 14, 125–130. Mosakhani, M., & Jamporazmey, M. (2010). Introduce Critical Success Factors ( CSFs ) of elearning for Evaluating E-Iearning Implementation Success. International Coriference on Educational and Information Technology, (Iceit), 224–228. Ozkan, S., & Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation. Computers and Education, 53(4), 1285–1296. doi:10.1016/j.compedu.2009.06.011 Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers and Education, 54(1), 222–229. doi:10.1016/j.compedu.2009.08.005 Patel, K. (2017). Planning, Designing, Implementing, and Managing Social Presence in Online Programs and Online Classes. Student-Teacher Interaction in Online Learning Environments, 346–372. doi:10.4018/978-1-4666-6461-6.ch016 Pullen, J. M., & Snow, C. (2007). Integrating synchronous and asynchronous Internet distributed education for maximum effectiveness. Education and Information Technologies, 12(3), 137–148. doi:10.1007/s10639-007-9035-7 Rezaie, M., Nosratabadi, H. E., & Fazlollahtabar, H. (2012). Applying KANO Model for Users’ Satisfaction Assessment in E-Learning Systems. International Journal of Information and Communication Technology Education, 8(3), 1–12. doi:10.4018/jicte.2012070101 Saba, T. (2012). Implications of E-learning systems and self-efficiency on students outcomes: a model approach. Human-Centric Computing and Information Sciences, 2(1), 6. doi:10.1186/2192-1962-2-6 Sadi-Nezhad, S., Etaati, L., & Makui, A. (2010). A fuzzy ANP model for evaluating e-learning platform. Lecture Notes in Computer Science (including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 6096 LNAI(PART 1), 254–263. doi:10.1007/978-3-642-13022-9_26 Satisfaction, N. S., & Report, S. (2014). Noel-Levitz 2013 Student Satisfaction Results Survey Report, (March). Serban, D., Gruiescu, M., & Mitrut, C. (2013). Quantitative Study on Students Satisfaction Concerning Private Economics Universities in Romania. Procedia - Social and Behavioral Sciences, 83, 723–728. doi:10.1016/j.sbspro.2013.06.136 Shee, D. Y., & Wang, Y. S. (2008). Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications. Computers and Education, 50(3), 894–905. doi:10.1016/j.compedu.2006.09.005 Shelley, M. (2008). Considering Students ’ Perceptions : The Distance Education Student Satisfaction Model. Educational Technology & Society, 11(3), 216–223. Retrieved from http://navigator-wcupa.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ814126&site=ehost-live&scope=site Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers and Education, 50(4), 1183–1202. doi:10.1016/j.compedu.2006.11.007 Temizer, L., & Turkyilmaz, A. (2012a). Implementation of Student Satisfaction Index Model in Higher Education Institutions. Procedia - Social and Behavioral Sciences, 46, 3802–3806. doi:10.1016/j.sbspro.2012.06.150 Temizer, L., & Turkyilmaz, A. (2012b). Implementation of Student Satisfaction Index Model in Higher Education Institutions. Procedia - Social and Behavioral Sciences, 46, 3802–3806. doi:10.1016/j.sbspro.2012.06.150 Wagner, N., Hassanein, K., & Head, M. (2008). Who is responsible for e-learning success in higher education? A stakeholders’ analysis. Educational Technology and Society, 11(3), 26–36. Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information and Management, 41(1), 75–86. doi:10.1016/S0378-7206(03)00028-4 Xiao, J., & Wilkins, S. (2015). The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education. Journal of Higher Education Policy and Management, 37(1), 98–110. doi:10.1080/1360080X.2014.992092 Xu, D., Huang, W. W., Wang, H., & Heales, J. (2014). Enhancing e-learning effectiveness using an intelligent agent-supported personalized virtual learning environment: An empirical investigation. Information & Management, 51(4), 430–440. doi:10.1016/j.im.2014.02.009 Yengin, I., Karahoca, A., & Karahoca, D. (2011). E-learning success model for instructors’ satisfactions in perspective of interaction and usability outcomes. Procedia Computer Science, 3, 1396–1403. doi:10.1016/j.procs.2011.01.021 Yu, M. L., Hamid, S., Ijab, M. T., & Soo, H. P. (2009). The e-balanced scorecard (e-BSC) for measuring academic staff performance excellence. Higher Education, 57(6), 813–828. doi:10.1007/s10734-009-9197-x

ESSAM: AN ASSESSMENT MODEL FOR EVALUATING STUDENTS SATISFACTION IN E-LEARNING ENVIRONMENTS

Year 2018, , 175 - 184, 27.08.2018

Abdul Hamid M. Ragab Amin Y. Noaman Ayman İ. Madbouly Ahmed M. Khedra Ayman G. Fayoumi

https://doi.org/10.18768/ijaedu.455619

Abstract

This paper presents an assessment model for evaluating students’ satisfaction in e-learning environments (ESSAM), developed for higher education universities. The model is sufficiently constructed of three hierarchy levels with seven main objectives and 30 sub-criteria. The fuzzy analytical hierarchy process FAHP is used to identify the priority and weights of the model criteria and their sub-criteria. A questionnaire was developed to examine students’ satisfaction criteria in e-learning for evaluating the model at King Abdulaziz University, as an applied case study. However, the model is flexible and adaptable, since it can be applied in many other universities. It produces important recommendations for helping universities for achieving demanded e-learning environment services efficiently. The research also aims to achieve the required students’ satisfaction criteria that can be used by higher authorities for developing their universities to be remarkable in distance e-learning environments.

Keywords

e-learning assessment models; Fuzzy AHP, critical success factors, learner satisfaction, society support

References

Aguti, B., Wills, G. B., & Walters, R. J. (2014). An Evaluation of the Factors that Impact on the Effectiveness of Blended E-Learning within Universities. Ahead, C. (2013). Technology Review, (September), 3–6. doi:10.1115/1.2352792 Alias, N., Zakariah, Z., Ismail, N. Z., & Aziz, M. N. A. (2012). E-Learning Successful Elements for Higher Learning Institution in Malaysia. Procedia - Social and Behavioral Sciences, 67(November 2011), 484–489. doi:10.1016/j.sbspro.2012.11.353 Al-Qahtani, M., Al-Qahtani, M., & Al-Misehal, H. (2013). Learner satisfaction of e-Learning in workplace: Case of oil company in Middle East. Proceedings of the 2013 10th International Conference on Information Technology: New Generations, ITNG 2013, (c), 294–298. doi:10.1109/ITNG.2013.47 Andersson, A. (2008). Seven major challenges for e-learning in developing countries: Case study eBIT , Sri Lanka. International Journal of Education and Development Using Information and Communication Technology, 4(3), 45–62. Anthony, K. (2012). Analysing the Influences Of Course Design and Gender on Online Participation. Online Journal of Distance Learning Administration, 12(Iii), 216–223. Retrieved from http://www.westga.edu/~distance/ojdla/fall153/anthony153.html Bailie, J. L. (2015). Online Graduate Instruction: What Faculty Consider Reasonable In Relation to What Students Expect, 11(1), 42–54. Catalunya, U. O. De. (2014). Predicting International Critical Success Factors in e - learning: A comparison of four universities from China, Mexico , Spain and USA . Armando Cortés Ordóñez, (July). Chen, P. H. (2012). E-Learner Characteristics and E-Learner Satisfaction. International Journal of Computer-Assisted Language Learning and Teaching, 2(2), 1–15. doi:10.4018/ijcallt.2012040101 Cheok, M. L. (2015). Predictors of E-Learning Satisfaction in Teaching and Learning for School Teachers : A Literature Review, 8(1). Chou, T.-C. R. (2014). A Scale of University Students’ Attitudes toward e-Learning on the Moodle System. International Journal of Online Pedagogy and Course Design, 4(3), 49–65. doi:10.4018/ijopcd.2014070104 Claar, C. (2014). STUDENT ACCEPTENCE OF LEARNING MANAGEMENT SYSTEMS : A STUDY ON, 15(I), 409–417. Cole, G. (2014). Higher education for the modern world: The role of e-learning. Development and Learning in Organizations, 28(4), 21–23. doi:10.1108/DLO-04-2014-0031 Croxton, R. a. (2014). The Role of Interactivity in Student Satisfaction and Persistence in Online Learning. MERLOT Journal of Online Learning and Teaching, 10(2), 314–325. Golam Kabir. (2011). Comparative analysis of I Ndicator S Ystems. International Journal of Fuzzy Logic Systems, 1(June), 1–16. Grace, D., Weaven, S., Bodey, K., Ross, M., & Weaven, K. (2012). Putting student evaluations into perspective: The Course Experience Quality and Satisfaction Model (CEQS). Studies in Educational Evaluation, 38(2), 35–43. doi:10.1016/j.stueduc.2012.05.001 Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers and Education, 57(1), 1194–1201. doi:10.1016/j.compedu.2011.01.004 Ibezim, N. E. (2013). Technologies Needed for Sustainable E-Learning in University Education, 2013(October), 633–638. Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers and Education, 57(2), 1654–1664. doi:10.1016/j.compedu.2011.02.008 Kamvysi, K., Gotzamani, K., Andronikidis, A., & Georgiou, A. C. (2014). Capturing and prioritizing students’ requirements for course design by embedding Fuzzy-AHP and linear programming in QFD. European Journal of Operational Research, 237(3), 1083–1094. doi:10.1016/j.ejor.2014.02.042 Kennedy, J. (2014). Characteristics of Massive Open Online Courses (MOOCs):, 13(1), 1–16. Kerr, M. S., Rynearson, K., & Kerr, M. C. (2006). Student characteristics for online learning success. Internet and Higher Education, 9(2), 91–105. doi:10.1016/j.iheduc.2006.03.002 Kong, F., & Liu, H. (2005). Applying fuzzy analytic hierarchy process to evaluate success factors of e-commerce, 1(3), 406–412. Krause, J. (2015). Competency-Based Education- A Framework for Measuring Quality Courses. Lalovic, M. (2002). An ABET assessment model using Six Sigma methodology. PhD Thesis, Department of Mechanical, Industrial and Nuclear Engineering of the College of Engineering, University of Cincinnati. Lo, T. S., Chang, T. H., Shieh, L. F., & Chung, Y. C. (2011). Key factors for efficiently implementing customized e-learning system in the service industry. Journal of Systems Science and Systems Engineering, 20(3), 346–364. doi:10.1007/s11518-011-5173-y Lupo, T. (2013). A fuzzy ServQual based method for reliable measurements of education quality in Italian higher education area. Expert Systems with Applications, 40(17), 7096–7110. doi:10.1016/j.eswa.2013.06.045 Martin, F. (2008). Blackboard as the learning management system of a computer literacy course. Journal of Online Learning and Teaching, 4(2), 138–145. Retrieved from http://libres.uncg.edu/ir/uncw/f/martinf2008-1.pdf Martín-Rodríguez, Ó., Fernández-Molina, J. C., Montero-Alonso, M. Á., & González-Gómez, F. (2014). The main components of satisfaction with e-learning. Technology, Pedagogy and Education, (February 2015), 1–11. doi:10.1080/1475939X.2014.888370 McGill, T. J., Klobas, J. E., & Renzi, S. (2014). Critical success factors for the continuation of e-learning initiatives. The Internet and Higher Education, 22, 24–36. doi:10.1016/j.iheduc.2014.04.001 Mehregan, M. R., Jamporazmey, M., & Hosseinzadeh, M. (2011). Proposing an approach for evaluating e-learning by integrating critical success factor and fuzzy AHP, 14, 125–130. Mosakhani, M., & Jamporazmey, M. (2010). Introduce Critical Success Factors ( CSFs ) of elearning for Evaluating E-Iearning Implementation Success. International Coriference on Educational and Information Technology, (Iceit), 224–228. Ozkan, S., & Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation. Computers and Education, 53(4), 1285–1296. doi:10.1016/j.compedu.2009.06.011 Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers and Education, 54(1), 222–229. doi:10.1016/j.compedu.2009.08.005 Patel, K. (2017). Planning, Designing, Implementing, and Managing Social Presence in Online Programs and Online Classes. Student-Teacher Interaction in Online Learning Environments, 346–372. doi:10.4018/978-1-4666-6461-6.ch016 Pullen, J. M., & Snow, C. (2007). Integrating synchronous and asynchronous Internet distributed education for maximum effectiveness. Education and Information Technologies, 12(3), 137–148. doi:10.1007/s10639-007-9035-7 Rezaie, M., Nosratabadi, H. E., & Fazlollahtabar, H. (2012). Applying KANO Model for Users’ Satisfaction Assessment in E-Learning Systems. International Journal of Information and Communication Technology Education, 8(3), 1–12. doi:10.4018/jicte.2012070101 Saba, T. (2012). Implications of E-learning systems and self-efficiency on students outcomes: a model approach. Human-Centric Computing and Information Sciences, 2(1), 6. doi:10.1186/2192-1962-2-6 Sadi-Nezhad, S., Etaati, L., & Makui, A. (2010). A fuzzy ANP model for evaluating e-learning platform. Lecture Notes in Computer Science (including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 6096 LNAI(PART 1), 254–263. doi:10.1007/978-3-642-13022-9_26 Satisfaction, N. S., & Report, S. (2014). Noel-Levitz 2013 Student Satisfaction Results Survey Report, (March). Serban, D., Gruiescu, M., & Mitrut, C. (2013). Quantitative Study on Students Satisfaction Concerning Private Economics Universities in Romania. Procedia - Social and Behavioral Sciences, 83, 723–728. doi:10.1016/j.sbspro.2013.06.136 Shee, D. Y., & Wang, Y. S. (2008). Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications. Computers and Education, 50(3), 894–905. doi:10.1016/j.compedu.2006.09.005 Shelley, M. (2008). Considering Students ’ Perceptions : The Distance Education Student Satisfaction Model. Educational Technology & Society, 11(3), 216–223. Retrieved from http://navigator-wcupa.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ814126&site=ehost-live&scope=site Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers and Education, 50(4), 1183–1202. doi:10.1016/j.compedu.2006.11.007 Temizer, L., & Turkyilmaz, A. (2012a). Implementation of Student Satisfaction Index Model in Higher Education Institutions. Procedia - Social and Behavioral Sciences, 46, 3802–3806. doi:10.1016/j.sbspro.2012.06.150 Temizer, L., & Turkyilmaz, A. (2012b). Implementation of Student Satisfaction Index Model in Higher Education Institutions. Procedia - Social and Behavioral Sciences, 46, 3802–3806. doi:10.1016/j.sbspro.2012.06.150 Wagner, N., Hassanein, K., & Head, M. (2008). Who is responsible for e-learning success in higher education? A stakeholders’ analysis. Educational Technology and Society, 11(3), 26–36. Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information and Management, 41(1), 75–86. doi:10.1016/S0378-7206(03)00028-4 Xiao, J., & Wilkins, S. (2015). The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education. Journal of Higher Education Policy and Management, 37(1), 98–110. doi:10.1080/1360080X.2014.992092 Xu, D., Huang, W. W., Wang, H., & Heales, J. (2014). Enhancing e-learning effectiveness using an intelligent agent-supported personalized virtual learning environment: An empirical investigation. Information & Management, 51(4), 430–440. doi:10.1016/j.im.2014.02.009 Yengin, I., Karahoca, A., & Karahoca, D. (2011). E-learning success model for instructors’ satisfactions in perspective of interaction and usability outcomes. Procedia Computer Science, 3, 1396–1403. doi:10.1016/j.procs.2011.01.021 Yu, M. L., Hamid, S., Ijab, M. T., & Soo, H. P. (2009). The e-balanced scorecard (e-BSC) for measuring academic staff performance excellence. Higher Education, 57(6), 813–828. doi:10.1007/s10734-009-9197-x

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Details

Primary Language	English
Journal Section	Articles
Authors	Abdul Hamid M. Ragab Amin Y. Noaman Ayman İ. Madbouly Ahmed M. Khedra Ayman G. Fayoumi
Publication Date	August 27, 2018
Submission Date	June 3, 2018
Published in Issue	Year 2018

Cite

EndNote	Ragab AHM, Noaman AY, Madbouly Aİ, Khedra AM, Fayoumi AG (August 1, 2018) ESSAM: AN ASSESSMENT MODEL FOR EVALUATING STUDENTS SATISFACTION IN E-LEARNING ENVIRONMENTS. IJAEDU- International E-Journal of Advances in Education 4 11 175–184.