E-Learning Services to Achieve Sustainable Learning and Academic Performance: An Empirical Study

E-Learning has proven to be the only resort as a replacement of traditional face-to-face learning methods in the current global lockdown due to COVID-19 pandemic. Academic institutions across the globe have invested heavily into E-Learning and the majority of the courses offered in traditional class...

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Vydáno v:Sustainability Ročník 13; číslo 5; s. 2653
Hlavní autoři: Alam, Mohammad Mahtab, Ahmad, Naim, Naveed, Quadri Noorulhasan, Patel, Ayyub, Abohashrh, Mohammed, Khaleel, Mohammed Abdul
Médium: Journal Article
Jazyk:angličtina
Vydáno: Basel MDPI AG 01.03.2021
Témata:
Academic achievement
Communication
Coronaviruses
COVID-19
Distance learning
Education
Information systems
Multimedia
Online instruction
Quality of service
Researchers
Success
Sustainability
Technological change
Technology Acceptance Model
User satisfaction
Saudi Arabia
ISSN:2071-1050, 2071-1050
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Shrnutí:E-Learning has proven to be the only resort as a replacement of traditional face-to-face learning methods in the current global lockdown due to COVID-19 pandemic. Academic institutions across the globe have invested heavily into E-Learning and the majority of the courses offered in traditional classroom mode have been converted into E-Learning mode. The success of E-Learning initiatives needs to be ensured to make it a sustainable mode of learning. The objective of the current study is to propose a holistic E-Learning service framework to ensure effective delivery and use of E-Learning Services that contributes to sustainable learning and academic performance. Based on an extensive literature review, a proposed theoretical model has been developed and tested empirically. The model identifies a broad range of success determinants and relates them to different success measures, including learning and academic performance. The proposed model was validated with the response from 397 respondents involved with an E-Learning system in the top five public universities in the southern region of Saudi Arabia through the Partial Least Squares regression technique using SmartPLS software. Five main factors (Learner’s Quality, Instructor’s Quality, Information’s Quality, System’s Quality and Institutional Quality) were identified as a determinant of E-Learning service performance which together explains 48.7% of the variance of perceived usefulness of ELS, 71.2% of the variance of use of the E-Learning system. Perceived usefulness of ELS and use of ELS together explain 70.6% of learning and academic performance of students. Hence the framework will help achieve the sustainable and successful adoption of E-Learning services.
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ISSN:2071-1050
2071-1050
DOI:10.3390/su13052653