Abstract
E-learning is a web-based learning ecosystem for the dissemination of information, communication, and knowledge for education and training. Understanding the impact of e-learning on society, as well as its benefits, is important to link e-learning systems to their success drivers. The aim of this study is to find the determinants of user perceived satisfaction, use, and individual impact of e-learning. This study proposes a theoretical model integrating theories of information systems' satisfaction and success in the e-learning systems. The model was empirically validated in higher education institutions and university centers in Brazil through a quantitative method of structural equation modeling. Collaboration quality, information quality, and user perceived satisfaction explain e-learning use. The drivers of user perceived satisfaction are information quality, system quality, instructor attitude toward e-learning, diversity in assessment, and learner perceived interaction with others. System quality, use, and user perceived satisfaction explain individual impact.
Highlights
E-learning is a web-based learning ecosystem integrating several stakeholders with technology and processes
Using the empirical survey data, the measurement properties were evaluated and the hypotheses were tested using the approach of partial least squares (PLS) (Chin, 1998; Wold, 1985)
PLS was chosen for data analysis due to its advantages, even if compared to approaches based on the covariance
Summary
E-learning is a web-based learning ecosystem integrating several stakeholders with technology and processes. Brazil is a large country characterized by varying degrees of access to the digital world It still registers considerable difficulties concerning digital inclusion (Haddad & Oliveira, 2017; Haddad, Oliveira, & Cardoso, 2016). In Brazil from 2005 to 2010 a new policy of distance learning was launched, named Brazilian Open University System, involving various stakeholders, such as public universities, municipalities, and the federal government. This program intended from the outset to address the opportunity to provide supplementary educational programs to adults (da Cruz Duran & da Costa, 2016)
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