Abstract

It is important to discover the factors that shape the classroom experience of online students in today’s environment. This research article investigates the relationships between digital literacy, peer support, instructor efficiency, students’ perceptions of online learning, and course satisfaction. Responses were gathered from 318 students to test the conceptual model using the two-step methodology of confirmatory factor analysis and structural equation modeling. The study found several meaningful relationships. Higher digital literacy correlates positively with enhanced perceptions of online learning, enabling students to navigate online learning management systems effectively. The feeling of isolation that is felt by some students can be overcome through peer support, and this can potentially impact their opinions and attitudes toward online learning. Course satisfaction is affected by the efficiency of the instructor, along with the students’ perceptions of online learning. To create a satisfying environment for students, educators need to increase the amount of timely feedback, effective communication, and well-organized course design. Those students who have positive perceptions of online learning are more likely to have satisfying experiences.