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Abstract：
Coronavirus disease (COVID-19) has forced the urgent lockdown of schools and colleges worldwide. To ensure the continuity of education a shift from traditional teaching to e-learning was required. This study aims to identify factors that affect students\' satisfaction and continued intention towards e-learning. A questionnaire was distributed to medical and dental students (second to sixth year) from different universities in Saudi Arabia. The study synthesizes the expectation-confirmation theory (ECT) and the theory of planned behavior (TPB) to predict students\' satisfaction and intention to continue using e-learning using a validated self-administered questionnaire. We used the structural equation model to analyze the results and assess the study\'s hypotheses. A total of 870 completed questionnaires were received (67% response rate). The results showed that students were at a moderate level of satisfaction (median = 3.5). According to the ECT, both perceived usefulness and confirmation significantly influenced students\' satisfaction (β = -.69 and β = .82, respectively). Satisfaction was the strongest predictor of students\' continued intention (β = 1.95). Among the TPB constructs, perceived behavioral control (β = .51), attitudes (β = .39), and subjective norms (β = .36) had a significant positive influence on their intention to use e-learning. The results suggest efforts to increase students\' satisfaction and intention with e-learning should be directed to adopting easy and useful e-learning platforms. In addition, training and motivating students to continue e-learning and increasing their confidence to ensure the effective and efficient use of such teaching modalities.
摘要：
冠状病毒病(COVID-19)迫使全球学校和大学紧急封锁。为了确保教育的连续性，需要从传统教学转向电子学习。本研究旨在确定影响学生满意度和持续电子学习意图的因素。向沙特阿拉伯不同大学的医学和牙科学生（二年级至六年级）分发了一份问卷。该研究综合了期望确认理论（ECT）和计划行为理论（TPB），以使用经过验证的自我管理问卷来预测学生的满意度和继续使用电子学习的意愿。我们使用结构方程模型来分析结果并评估研究假设。共收到870份完整的问卷（67%的回复率）。结果显示，学生的满意度处于中等水平（中位数=3.5）。根据ECT,感知有用性和确认性均显著影响学生的满意度(分别为β=-.69和β=.82)。满意度是学生持续意愿的最强预测因子(β=1.95)。在TPB结构中，感知行为控制(β=0.51)，态度（β=.39），主观规范(β=.36)对他们使用电子学习的意愿有显著的正向影响。结果表明，为提高学生对电子学习的满意度和意图，应努力采用简单有用的电子学习平台。此外,培训和激励学生继续电子学习，并增强他们的信心，以确保有效和高效地使用这种教学模式。
