Abstract
In higher education learning, e-learning systems have become renowned tools worldwide. The evident importance of e-learning in higher education has resulted in a prenominal increase in the number of e-learning systems delivering various forms of services, especially when traditional education (face-to-face) was suddenly forced to move online due to the COVID-19 outbreak. Accordingly, assessing e-learning systems is pivotal in the interest of effective use and successful implementation. By relying on the related literature review, an extensive model is developed by integrating the information system success model (ISSM) and the technology acceptance model (TAM) to illustrate key factors that influence the success of e-learning systems. Based on the proposed model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 537 students from three private universities in Jordan. The findings demonstrate that quality factors, including instructor, technical system, support service, educational systems, and course content quality, have a direct positive influence on students’ satisfaction, perceived usefulness, and system use. Moreover, self-regulated learning negatively affects students’ satisfaction, perceived usefulness, and system use. Students’ satisfaction, perceived usefulness, and system use are key predictors of their academic performance. These findings provide e-learning stakeholders with important implications that guarantee the effective, successful use of e-learning that positively affects students’ learning.
Highlights
Most economic aspects have been affected by the development of information technology [1], which has contributed to tremendous change in the educational sector
As instructors are the main individuals recognized as a fundamental element by students in the e-learning environment, Kim et al [96] indicate that instructors are viewed as a key success factor in e-learning environments because they increase students’ SAT and motivate them to engage in learning opportunities
Consistent with the literature, course content quality (CCQ) is a significant enabler of students’ SAT and USE [40,66] and an important facilitator of Perceived Usefulness (PU) [10]. These findings suggest that when course content delivered by the e-learning system is considered well designed, regularly updated, and sufficiently comprehensive, students’ PU and SAT increases
Summary
Most economic aspects have been affected by the development of information technology [1], which has contributed to tremendous change in the educational sector. Increased use of the web and Internet has encouraged educational institutions to replace traditional learning and teaching approaches. Higher education is changing, and higher education institutions (HEIs) (i.e., universities) must fulfil students’. Requirements, needs, and expectations [2]. E-learning is essential to enable and execute these activities as it allows students to access learning resources regardless of location and time. According to Cidral et al [3], e-learning systems offer personified, flexible learning; reduce the cost of learning; and enable learning on demand. 57) states that e-learning has “a significant role in shifting from teacher-centered to student-centered education.” Al-Fraihat [4] (p. 57) states that e-learning has “a significant role in shifting from teacher-centered to student-centered education.”
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
