Evaluating E-learning systems success: An empirical study

E-learning, as a direct result of the integration of technology and education, has emerged as a powerful medium of learning particularly using Internet technologies. The undeniable significance of e-learning in education has led to a massive growth in the number of e-learning courses and systems off...

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Vydáno v:Computers in human behavior Ročník 102; s. 67 - 86
Hlavní autoři: Al-Fraihat, Dimah, Joy, Mike, Masa'deh, Ra'ed, Sinclair, Jane
Médium: Journal Article
Jazyk:angličtina
Vydáno: Elmsford Elsevier Ltd 01.01.2020
Elsevier Science Ltd
Témata:
Colleges & universities
DeLone and McLean information systems success model
Determinants
Distance learning
E-Learning
E-learning evaluation
E-learning satisfaction
E-learning success
Literature reviews
Multivariate statistical analysis
Online instruction
Quality
Success
Support systems
System effectiveness
Systems analysis
TAM
E-learning evaluation
TAM
DeLone and McLean information systems success model
E-learning satisfaction
E-learning success
E-Learning
ISSN:0747-5632, 1873-7692
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Shrnutí:E-learning, as a direct result of the integration of technology and education, has emerged as a powerful medium of learning particularly using Internet technologies. The undeniable significance of e-learning in education has led to a massive growth in the number of e-learning courses and systems offering different types of services. Thus, evaluation of e-learning -systems is vital to ensure successful delivery, effective use, and positive impacts on learners. Based on an intensive review of the literature, a comprehensive model has been developed which provides a holistic picture and identifies different levels of success related to a broad range of success determinants. The model has been empirically validated by fitting the model to data collected from 563 students engaged with an e-learning system in one of the UK universities through a quantitative method of Partial Least Squares - Structural Equation Modelling (PLS-SEM). The determinants of e-learning perceived satisfaction are technical system quality, information quality, service quality, support system quality, learner quality, instructor quality, and perceived usefulness, which together explain 71.4% of the variance of perceived satisfaction. The drivers of perceived usefulness are technical system quality, information quality, support system quality, learner quality, and instructor quality, and these explain 54.2% of the variance of perceived usefulness. Four constructs were found to be the determinants of e-learning use, namely educational system quality, support system quality, learner quality, and perceived usefulness, and together they account for 34.1%. Finally, 64.7% of the variance of e-learning benefits was explained by perceived usefulness, perceived satisfaction, and use. •Study on evaluating e-learning systems success in one of the UK universities.•Four approaches for evaluating e-learning systems success.•A comprehensive model based on DeLone & McLean IS model, TAM, e-learning satisfaction models and e-learning quality models.•Seven quality factors are success determinants: system, information, service, educational, support, learner, and instructor.•Determinants of e-learning benefits are: perceived usefulness, perceived satisfaction, and use.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0747-5632
1873-7692
DOI:10.1016/j.chb.2019.08.004