Exploring factors influencing perceived e-learning quality in foreign language education: insights from Morocco

Abstract

Purpose This study aims to explore the key factors influencing the perceived quality of e-learning services in foreign language training at higher education institutions in Morocco. Design/methodology/approach A qualitative methodology was used, involving semi-structured interviews with various stakeholders, including students, instructors and administrators. The data collected were analyzed using NVivo software to identify themes and patterns related to the perceived quality of e-learning services. Findings The findings indicate a significant relationship between several factors – such as content relevance, user engagement and technical support – and the perceived quality of e-learning systems. Notably, the implementation of external e-learning platforms has not sufficiently addressed the diverse needs of students, particularly concerning individualized content delivery. Practical implications The study emphasizes the necessity for educational institutions to review their content and management strategies to better meet learners’ needs and improve overall satisfaction with e-learning services. Originality/value This lack of personalization has implications for student commitment and engagement. This research contributes to the existing literature by focusing on the Moroccan context and highlighting specific challenges and opportunities within e-learning for foreign language education.