Impact Of Collaborative Learning On The Academic Performance: Mediator Role Of Satisfaction With E-Learning Service

Babay Hanene; Erragcha Nozha

doi:10.17051/ilkonline.2022.02.15

Abstract
Based on Vygotsky's sociocultural learning theory, this research aims to promote the use of social media in online learning with a view to enhancing the academic performance of learners. Using the online questionnaire, data was collected from 282 learners. To do this, this paper tests, via the method of structural equations applied on AMOS 21, (1) the impact of collaborative learning (CL) on the academic performance (PA) of Tunisian learners, (2) the impact of this collaborative learning on learner satisfaction with the e-Learning service and (3) the impact of this perceived satisfaction on academic performance. This research also tests the mediating effect of learner satisfaction with e-Learning between collaborative learning and academic performance, via the Hayes process. All tested relationships have been approved. Managerial implications have been recommended for marketing professionals and educational leaders are allocated around the opportunities offered by social media in learning

Key words: Social media, Collaborative learning, academic performance, learner satisfaction

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	Open Access and Peer-reviewed
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