E-learning: substitutability of learner–learner, and learner–facilitator interactions to enhance learner satisfaction in higher education

Purpose The purpose of this study is to evaluate the effect learner–learner and learner–facilitator interactions on learner satisfaction their substitutability. Design/methodology/approach A quantitative survey research focusing 130 students was used collect data. Stratified sampling preferred for study, with a Likert type instrument being administered online. Findings Learner–learner mediate e-learning satisfaction. These sets act as independent mediators, each playing pivotal role in enhancing are however not substitutable. Practical implications findings will provide insights academic administrators, ensure that two contribute an effective conducive environment ultimately Deliberate efforts should be made design increased interactivity into cyber learning learning. Originality/value result ranking cannot substituted without affecting level play complementarity role, collectively, enrich quality e-learning. collective deployment recommended.