## 2 Literature Review
### Students' Satisfaction  
This paper concentrates on assessing student satisfaction with online learning in higher education. As such, student satisfaction serves as the dependent variable, influenced by various other factors. Examining the key factors that influence students' satisfaction with e-learning quality can offer evaluators valuable insights to enhance the quality of a specific course or program [32]. Numerous studies have been carried out to explore and evaluate students' satisfaction with distance learning. [PERSON] et al. [33] introduced a model that assessed student satisfaction in higher education by examining teacher quality, technical service quality, and service quality. Data from 1430 medical school students were analyzed using a Partial Least Squares Structural Equation Model (PLS-SEM, Version 3.0). Subsequently, the researchersutilized Importance-Performance Map Analysis (IPMA) to determine the areas requiring improvement in order to increase student satisfaction. The results revealed that all of the proposed quality constructs, including teacher, technical service, and service, quality positively influenced students' satisfaction with online learning. Furthermore, the results showed that improving the quality of technical services, especially through better training, and motivating instructors to use methods that foster student engagement, are essential for boosting student satisfaction levels. Moreover, [PERSON] et al. [14] performed a study that aimed to identify the success factors influencing user satisfaction in higher education institutions in Brazil. After collecting 301 responses from undergraduate and graduate students, the data were analyzed using the PLS model. The study proposed a theoretical model that combines e-learning satisfaction with IS success theories. The outcomes of the analysis showed that various factors, such as the quality of information, system, teacher's perspective on e-learning, variety in assessment methods and engagement between learners, all contribute to user satisfaction. On the other hand, both service quality and collaboration quality did not show a statistically significant relationship with student satisfaction. Furthermore, [PERSON] et al. [12] examined how student satisfaction and loyalty are influenced by their perception of e-learning service quality in Zimbabwe. Data were collected from students attending four public and private universities in Zimbabwe and analyzed based on 321 responses. The results of the structural equation modeling (SEM) analysis demonstrated that the quality of the system, information, and service are significant in terms of influencing student satisfaction and loyalty in relation to e-learning platforms. In the same regard, [PERSON] et al. [13] explored how students are adopting e-learning systems across three distinct private universities in Jordan. Throughout their study, they investigated the factors affecting student satisfaction and their willingness to keep using e-learning systems. Using an expanded IS success model that includes service quality, system quality, and information quality as key components, they also added self-directed learning as a factor affecting student satisfaction with e-learning systems. Utilizing PLS-SEM, they analyzed data collected from 590 undergraduate and postgraduate students. The results revealed that the quality of service, system, and information had a positive influence on student satisfaction and their willingness to continue using the systems. However, self-directed learning exhibited a negative influence on both student satisfaction and their intention to continue usage. In the context of Saudi Arabian, [PERSON] et al. [34] performed a study to assess science student satisfaction with e-learning (asynchronous) and virtual classes (synchronous) amid the COVID-19 pandemic, considering demographic variables, such as students' area of specialization, academic level, and GPA.