摘要：Covid-19 pandemic has deeply affected ongoing individual, social, public, and institutional actions and habits regarding communal life in many countries. One of the most affected public institutions has been educational institutions that have to change and transform the natural educational environment and methods rapidly. This study aims to reveal the perception of university students’ satisfaction for the e-courses they received during the Covid-19 pandemic and the level of teacher innovativeness that predicts student satisfaction for e-learning. The study sample consists of 263 university students studying through e-courses in science and education faculties of a private university in the Turkish Republic of Northern Cyprus (TRNC) and selected by a simple random sampling method from different grade levels. The ‘satisfaction scale for ecourse’ and the teacher innovativeness dimension used in TALIS 2018 were used as data collection tools. The data were analyzed with SPSS 23 software program. Frequency, percentage, arithmetic mean, and standard deviation for descriptive statistics, t-test and one-way analysis of variance (One Way ANOVA) were used to test the differences between groups, and Pearson Correlation analysis and regression analysis were used to determine the relationships between variables in the research. Student satisfaction for e-courses is at a medium level, the lowest satisfaction is in the material dimension, and the highest is the studentteacher interaction and teacher innovativeness dimensions. It has been found that the interest, satisfaction, and motivation levels of male participants whose mothers received high school education or higher education are high for e-lesson activities for male participants according to gender. Female participants and Turkish group teaching department participants have been found to prefer face-to-face learning activities. Also, there are significant differences for computer department students according to the department they study, and on behalf of those who use the internet more for lecture purposes. Finally, a strong correlation has been found between e-course satisfaction and teacher innovativeness. It has been concluded that teacher innovativeness is a significant predictor of students’ e-course satisfaction. Carefully planning, preparing, and implementing all processes of e-course practices that emphasize student satisfaction, especially develop teacher qualifications, and are recommended to increase student satisfaction in e-learning processes.
