Balancing the Digital Load: Exploring the Role of ICT Services and Technostress Inhibitors in Student Satisfaction With E-Learning

Abstract

This study examines how online learning affects student satisfaction, focusing on technostress creators and inhibitors across two academic years—2020 (initial e-learning phase) and 2023 (post-familiarization). Using a mixed-methods design, quantitative data from 1,470 digital-native students and qualitative IT help messages were analyzed. Results show higher satisfaction in 2023 and among women, though platform usage remained steady across years and was higher among women. Technostress was greater in 2020 and among women, but technostress inhibitors gained importance over time, especially for men. Digital literacy support positively influenced both usage and satisfaction. Overall, technostress inhibitors play a key role in improving online learning experiences, with practical and theoretical implications discussed.