## 2 Literature Review
### Students' Satisfaction
They collected a sample of 116 science students from Imam Abdulrahman Bin Faisal University for the 2019/2020 academic year. Data analysis was conducted using statistical methods, including ANOVA tests, mean, and standard deviations. The results indicated that there were no statistically significant differences in the use and satisfaction of e-learning and virtual classes among students based on their field of study, academic level, or GPA. Additionally, [PERSON] et al. [35] assessed undergraduate satisfaction with online learning during the COVID-19 pandemic and explored the relationship between online learning self-efficacy and satisfaction. A survey was distributed to 22 Saudi Arabian universities, with 1226 respondents participating. Statistical tests were used to analyze satisfaction levels based on educational variables, revealing varying degrees of satisfaction. The study found that student satisfaction with online learning was impacted by their self-efficacy in areas such as time management, technology, and learning, highlighting the importance of enhancing these skills to improve overall satisfaction with remote learning experiences. Moreover, [PERSON] et al. [36] examined student performance and satisfaction following the shift to online learning, emphasizing the challenges and changes encountered during the pandemic, specifically within medical school at King Saud University, with a focus on psychiatry. Through a quantitative research analysis of secondary data, the researcher analyzed student satisfaction and performance in a psychiatric course during the academic years 2020 (prior to the pandemic, conducted onsite) and 2021 (amid the pandemic, conducted online). The sample involved 193 medical students; 80 students received traditional onsite learning and assessment, while 113 students underwent fully online learning and assessment. The results revealed that those who underwent full online learning and assessment exhibited significantly higher levels of satisfaction and grades compared to those who underwent onsite learning. The studies mentioned earlier demonstrate various factors contributing to student satisfaction with online learning, particularly regarding e-learning systems. These factors encompass service quality, information quality, system quality, interaction quality, and self-learning capabilities. Studies on these elements have been conducted in several countries, such as Brazil, Zimbabwe, Jordan, and Tanzania [12; 13; 14; 15]. Regarding Saudi Arabia, a comparable pattern with online learning research arose, with most studies focusing on assessing satisfaction levels during the COVID-19 pandemic. Table 1 provides a summary of previous studies within the context of Saudi Arabia. \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Source** & **The Purpose** & **The Methodology** & **Key Findings** \\ \hline \hline \multicolumn{4}{c}{Studies on Online Learning in Saudi Arabia Before COVID-19} \\ \hline \multirow{4}{*}{[26]} & Investigating the growth of e-learning focuses mainly on the obstacles and future prospects. & \multirow{4}{*}{Descriptive approach} & \multirow{4}{*}{\(\bullet\)} & The obstacles encountered in e-learning encompassed technical, financial, and administrative aspects. \\  & & & \\  & & & Lack of internet and IT assistance were the major e-learning obstacles. Lack of incentives was second, while faculty overload was least essential. \\  & & &  
Table 1 is divided into three sections, each providing key findings of previous research within the context of Saudi Arabia. The first section presents studies published before the COVID-19 pandemic, encompassing data published up to 2019. The second section focuses on research published during and after the pandemic, indicating studies published from 2020. The third section presents studies related to student satisfaction in Saudi Arabia published after 2019. The main goal of the table is to demonstrate the trend of online learning studies in Saudi Arabia before and after COVID-19, with a specific emphasis on student satisfaction.