What influences student satisfaction in online distance e-Learning? A systematic review of evidence from higher education institutions

Babawande Emmanuel Olawale; Mncedisi Christian Maphalala

doi:10.55056/etq.1177

Authors

Babawande Emmanuel Olawale University of South Africa https://orcid.org/0000-0001-5265-1583
Mncedisi Christian Maphalala University of South Africa https://orcid.org/0000-0002-1078-1985

DOI:

https://doi.org/10.55056/etq.1177

Keywords:

Community of Inquiry, equity, higher education, ODeL, online learning, self-regulation, student satisfaction

Abstract

This systematic review synthesises evidence from higher education institutions to identify factors influencing student satisfaction in online distance e-learning (ODeL), associated challenges, and research gaps. Methodologically, quantitative designs dominated (79%), with significant geographic bias toward North America and East Asia (29% of studies). While longitudinal and causal research was scarce, the review analysed 76 peer-reviewed studies (2015-2025) following PRISMA guidelines, and data extraction focused on methodological approaches, geographical distribution, and thematic factors affecting satisfaction. Research findings revealed that five interrelated factors drive satisfaction: (1) technology/system reliability, (2) instructional design/teaching presence, (3) equitable access/resources, (4) learner self-regulation, and (5) psychosocial interaction. However, key barriers include unstable connectivity, inadequate instructor engagement, and student isolation. To address the highlighted barriers, the study suggests that institutions should integrate good technical infrastructure, equity-focused interventions, and psychosocial support systems. Also, instructors must prioritise interactive pedagogy and timely feedback. In terms of originality, this review consolidates multidimensional determinants of ODeL satisfaction, highlighting critical contextual diversity and research design gaps. It proposes actionable strategies for enhancing online learning ecosystems and calls for inclusive, longitudinal studies in underrepresented regions.

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