ACADEMIC SERVICE QUALITY AND ONLINE LEARNING QUALITY: THE MODERATING ROLE OF TIME PRESSURE, LEARNING MOTIVATION, AND SPIRITUAL INTELLIGENCE

Abstract

This study was motivated by previous research indicating that online registration services, online services, final exam services, self-directed learning, and locus of control significantly influence the quality of online learning, whereas online facilities and textbook services do not have a significant effect. Based on these findings, this research was developed to measure the influence of service quality on the quality of online learning among postgraduate students at Universitas Terbuka, while considering the moderating variables of learning motivation, time pressure, and spiritual intelligence. The objective of this study is to examine the effect of satisfaction with five service dimensions—registration, online tutorial facilities, textbooks, learning activities, and final semester examinations—on the quality of online learning, with the three aforementioned moderating variables. This is a quantitative study with an empirical approach using probability sampling techniques. Data were collected through questionnaires distributed to 122 postgraduate students at Universitas Terbuka during the 2024.1 semester, located across the UPBJJ regions of Ternate, Yogyakarta, Surabaya, and Malang. Data analysis was conducted using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method with Moderated Regression Analysis (MRA). The results showed that satisfaction with registration services, online tutorial facilities, textbooks, and final exam services had a significant effect on the quality of online learning. However, learning motivation and spiritual intelligence were not proven to moderate the effects of registration services, online tutorials, learning activities, and final exam services on the quality of online learning. Furthermore, time pressure in learning also did not moderate the relationship between satisfaction with final exam services and the quality of online learning.