The outbreak of COVID-19 has severely impacted classroom-based learning activities in Bangladesh, leading various educational institutions to shift towards online education. Although online learning is a relatively new concept in the country, numerous institutions have adopted this approach to maintain continuity in education during the pandemic. Because of some advantages, even after the pandemic, educational institutions partially continued online teaching-learning practices for quite a considerable period. The success of online education depends on student satisfaction, and it in turns depends on some factors. Therefore, this study is an effort to identify and assess the factors that influence students' satisfaction and determine the extent of satisfaction they derive from online education. The study employs factor analysis to identify the factors that determine students’ satisfaction with online learning. Three key factors were found namely the performance of teachers, course evaluations, and university support; the quality of the e-learning environment; and the availability of devices and internet facilities. The descriptive statistics from the study indicate that students generally have neutral perceptions of their overall satisfaction with e-learning. While they appear to be satisfied with the quality of the learning environment, their views are neutral concerning the performance of teachers, course evaluation, university support, and the availability of devices and internet facilities. The findings can provide valuable insights for policymakers and other stakeholders, helping them address the challenges and better prepare for future crises like pandemics.
Pervin et al. (Wed,) studied this question.