Henning Tirrel

FOM University of Applied Sciences,

Münster, Germany

E-mail: henning.tirrel2@fom-net.de

ORCID 0000-0002-4610-3158 

Analysis of the effects of communication skills on student satisfaction and perceived learnings in higher education institutions

Franz Josef Gellert

University of Applied Sciences Osnabrück,

Osnabrück, Germany

E-mail: fgellert@hs-osnabrueck.de

Abstract. Teaching in Higher Education, especially the role of communication, has changed over the last couple of years. Therefore, this study analyzes the effects of communication skills on student satisfaction in online sessions. Furthermore, we want to uncover how students perceive their performance and learning progress when they are involved in online lectures. Data were generated via an online questionnaire by using validated measurement instruments, resulting in N = 117 responses from German students in 2024. Data was analyzed by using partial least squares structural equation modeling (PLS-SEM). Results highlight that social competences with other learners are significantly related to learner-learner interaction (β = .470, p < .001), while social competences with instructors are associated with learner–instructor interaction (β = .621, p < .001). Learner–learner interaction is significantly related to motivation for learning (β = .412, p < .001), which is associated with student satisfaction (β = .300, p = .001). Student satisfaction significantly mediates the relationship between motivation and perceived learning (β = .203, p = .002). Satisfied students are strongly related to perceived learning (β = .678, p < .001). This study contributes a new validated conceptual framework on communication in online learning, which highlights the superior role of interaction and communication in online learning.

Received: December, 2024

1st Revision: August, 2025

Accepted: August, 2025

DOI: 10.14254/2071-789X.2025/18-3/7

JEL Classification: A20, A22, A23, I21, I23

Keywords: communication skills, students, teachers, perceived learning, higher education institutions (HEI), online learning, motivation for learning, PLS-SEM, eLearning, Germany