User satisfaction

1. Introduction

User satisfaction is one of the key quality measures of any educational service or technology, including e-learning. In the higher education context, it reflects not only students' satisfaction with the content and organization of the course, but also their perception of the availability of support, the quality of interaction, and the effectiveness of the digital tools used. Systematic satisfaction monitoring allows teachers and higher education institutions to understand the needs of students, detect potential problems, and react in a timely manner to improve the learning experience. The following discusses the key factors that shape satisfaction, methods of collecting feedback, ways of processing and interpreting data, and the possibilities of planning specific improvements with the support of tools available within the Moodle LMS.

2. Key factors of user satisfaction

User satisfaction in the context of e-learning is determined by a combination of different factors that encompass both pedagogical and technical dimensions. In a higher education environment, students most often emphasize the quality of teaching materials, their clarity and relevance, as well as the logical organization of content within e-courses. The structure of e-courses must be transparent and intuitive, with clear learning paths and clear instructions for each activity, so that students can follow the work flow without difficulty. The availability of teachers is also particularly important, not only in terms of presence, but also in terms of timely communication and provision of support and feedback. The level of interaction between teachers and students, as well as among students themselves, often has a decisive influence on the perception of the quality of e-courses.

Technical aspects play an equally important role. The ease of use of the platform, the stability of the system and the reliability of the tools influence whether students spend their time learning or solving technical difficulties. Negative experiences on the technical side quickly reduce satisfaction and can lead to a drop in motivation. On the other hand, if the platform functions flawlessly, it becomes almost “invisible”, and the focus remains on learning itself.

Another important factor is the sense of belonging to the academic community. Participation in forums, group projects or discussions creates a sense of belonging and connectedness, which positively affects the perception of the value of e-courses. Satisfaction is also strongly influenced by motivational elements, such as clearly defined learning objectives, self-assessment opportunities, personalized feedback and flexibility in the pace of progress. When all these factors are in balance, pedagogically, technically and socially, students are more likely to remain engaged, feel supported and successfully complete the e-course.

3. Feedback collection methods

Various methods can be used to measure user satisfaction, and combining these approaches provides a more comprehensive understanding of learners’ experiences. The most common method involves student surveys administered after the completion of a specific activity or an entire online course. Such questionnaires typically include Likert-scale items for rating different aspects of the learning experience (e.g., content quality, clarity of instructions, and level of support), as well as open-ended questions that allow students to share personal experiences and suggest improvements. A particularly effective approach is the use of mixed questionnaires that integrate structured items with open responses, thereby capturing both quantitative and qualitative dimensions of satisfaction.

In addition to surveys, focus groups and interviews play an important role, as they offer deeper insight into students’ attitudes and perceptions. These methods help instructors better understand specific challenges and benefits of online courses that cannot be fully captured through numerical data alone. Furthermore, feedback forums or dedicated discussion spaces within the learning management system (LMS) can be used to collect comments continuously throughout the course. This approach creates opportunities for real-time feedback and enables instructors to respond promptly to emerging issues.

Learning analytics are also becoming increasingly significant. Metrics such as the number of logins, time spent within the system, frequency of participation in discussions, and completion of learning activities can be analyzed and linked to reported satisfaction levels in order to identify patterns of student behavior. Overall, the combination of quantitative and qualitative methods offers the most comprehensive insight into user satisfaction, as statistical trends are enriched by learners’ personal perspectives and experiences.

4. Data analysis and interpretation

After collecting feedback, it is crucial to conduct a systematic and multi-layered analysis. Quantitative data is processed using statistical methods, such as calculating averages, identifying outliers, analyzing trends by year of study or type of activity. Such processing allows for clear identification of areas with high and low scores, as well as variations among different groups of students.

Qualitative data from open questions, interviews or focus groups are interpreted using methods of thematic analysis. Key words and recurring themes are analyzed, for example, the need for greater interaction, praise related to the structure of e-colleges or criticism of technical solutions. Of particular value are examples and narrative descriptions that reveal the context behind ratings and figures.

Interpretation should be focused on understanding students, what motivates them, what elements they perceive as obstacles, and what they find particularly useful. The results should then be presented to all stakeholders in an understandable and clear way, using graphs, infographics, summaries, and reports, so that they can serve as a starting point for decision-making and planning for improvement.

5. Action plan and improvement of activities/e-courses

The findings are only meaningful if they are translated into concrete changes. Therefore, an action plan is created that clearly defines priorities, responsible persons, deadlines and ways of monitoring implementation. If the results show that students want clearer instructions, the structure of the e-course can be improved through better navigation or an additional guide for beginners. If the need for more interaction is highlighted, it is possible to introduce mandatory forum discussions, group work via breakout rooms, or more collaborative activities.

The plan should also include pedagogical elements, such as adding regular short self-assessment tests or introducing feedback through automated tools. It is important that the action plan is realistic and measurable, which means that success criteria and deadlines should be set for each activity. After implementing the changes, a re-evaluation should be carried out to check whether the measures taken have actually increased user satisfaction. In this way, the evaluation process becomes cyclical and leads to continuous improvement of the quality of e-courses.

6. Satisfaction tracking tools within Moodle LMS

Moodle offers a range of tools that enable instructors to monitor student satisfaction through a combination of formal and informal methods. The Survey activity allows for the creation of fully customized questionnaires using various question types (e.g., multiple-choice, rating scales, and open-ended questions). Instructors can decide when to administer a survey, at the end of an online course, after a specific activity, or midway through the semester, thereby supporting formative monitoring of student satisfaction and timely adjustments to teaching practices. The collected data can be exported and analyzed, enabling the creation of detailed reports for teaching teams or institutional purposes.

Discussion forums can serve as spaces for continuous and open feedback. Their main advantage is that students are able to share comments and suggestions in real time, rather than waiting until the end of the course. This allows instructors to respond promptly to emerging issues; for example, if students report unclear instructions or a need for more practical examples, activities can be adapted immediately. Forums can also be configured to allow anonymous feedback, which often encourages greater honesty and openness.

In addition, Moodle includes advanced features such as learning analytics, which enable instructors to monitor student engagement based on activity data generated within the system. Using predictive models and machine-learning techniques, analytics tools can identify students at risk of dropping out, detect signs of declining motivation, and anticipate participation patterns. These insights support proactive intervention, allowing instructors to address potential problems early, for instance, by contacting a student directly or providing additional learning resources.

The combined use of these tools allows instructors to monitor student satisfaction continuously and from multiple perspectives. Quantitative data derived from surveys and analytics are complemented by qualitative insights gathered through forums and student comments. Together, these sources create a comprehensive picture of the student experience, enabling flexible, real-time adjustments to course content and teaching methods. Ultimately, this approach enhances the quality and effectiveness of online courses while also reinforcing students’ sense that their feedback is valued and that they play an active role in shaping their learning experience.

7. Conclusion

Monitoring and improving user satisfaction is a process that requires constant attention and a systematic approach. Combining qualitative and quantitative methods of collecting feedback provides a comprehensive insight into the student experience, while interpreting the data opens up space for constructive changes. Action plans and implemented measures ensure that the evaluation findings are not just recorded, but are translated into real improvements in the quality of e-courses.

Moodle LMS provides a wide range of tools that facilitate this process, from surveys to advanced analytics, giving teachers the ability to continuously monitor and improve the educational experience. In this way, it is ensured that e-learning is not only technically performed, but also pedagogically meaningful and focused on the real needs of students.