Abstract—In the context of emergency remote teaching, this
study proposes a conceptual model that examines (1) the
relationship between perceived quality and learner satisfaction
with an e-Learning service in pandemic situation and (2) to test
the moderating role of co-production of this service on this
relationship. The study was conducted among 338 Tunisian
students who took online classes during the second wave of
COVID-19. The research uses of structural equations method
(AMOS 21) to test the direct relationship and the Hayes process
for the moderation test. The results show that the direct
relationship between perceived quality and online learner
satisfaction is significant and positive and that this relationship
is positively moderated by co-production. Practical implications
have finally been identified in order to improve the success of
online education especially in the case of a crisis.
Index Terms—E-learning, perceived quality, satisfaction, co-production.
Nozha Erragcha is with the Faculty of Economic Legal Sciences and Management of Jendouba, Tunisia.
Hanène Babay is with Fashion Institute of Monastir, Tunisia.
Cite: Nozha Erragcha* and Hanène Babay, "Perceived Quality and Satisfaction with e-Learning during COVID-19: Moderating Role of co-Production," International Journal of Information and Education Technology vol. 13, no. 1, pp. 64-72, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).