There is no doubt that the sudden migration to online learning amid COVID-19 has caused a degree of stress to students and faculty in higher education globally. Although several studies have reported on the challenges that faced the academic world during the pandemic and lessons learnt from some of the practices adopted through the delivery of online education, limited studies have been conducted to look into the most significant factors that impact students’ perception of the online delivery amid COVID-19. As such, this paper is based on a quantitative study targeting a highly rated higher education institution in the United Arab Emirates (UAE), to identify the most significant pedagogical, psychological, and technological factors that impacted on students’ online learning experience amid COVID-19 and model the relationship between these factors and students’ perception of successful online learning, using structural equation modeling (SEM). The study also investigates the relationship between the students’ background and their satisfaction with the online delivery of teaching amid COVID-19. In addition, RII (relative importance index) analysis is used to identify the most important factors that impact students’ satisfaction with the online delivery. The study concludes that there are at least twenty-six factors that impact on students’ perception of successful online delivery, and that there is a positive relationship between the instructors’ teaching style and use of technology and the students’ perception of successful online delivery.

毫无疑问，在 COVID-19 疫情期间突然转向在线学习给全球高等教育的学生和教师带来了一定程度的压力。尽管有几项研究报告了大流行期间学术界面临的挑战以及从在线教育提供的一些实践中吸取的经验教训，但针对影响学生对在线教育看法的最重要因素的研究还很有限。 COVID-19 期间的在线交付。因此，本文基于针对阿拉伯联合酋长国（UAE）一家高评价高等教育机构的定量研究，旨在确定在新冠疫情期间影响学生在线学习体验的最重要的教学、心理和技术因素。 19 并使用结构方程模型 (SEM) 对这些因素与学生对成功在线学习的看法之间的关系进行建模。该研究还调查了学生的背景与他们对 COVID-19 期间在线教学的满意度之间的关系。此外，RII（相对重要性指数）分析用于确定影响学生对在线授课满意度的最重要因素。研究得出的结论是，至少有二十六个因素影响学生对在线授课成功的看法，并且教师的教学风格和技术使用与学生对成功在线授课的看法之间存在正相关关系。