Evaluation of Learning Management Systems for Success Factors

Abstract

Evaluating an information system for success is key. Evaluating success factors of a Learning Management System (LMS) is essential in perspective of information systems success in a developing country context. eLearning is vital to educational system considering its benefits and impacts, particularly in accessing learning from remote areas, suitable for different learners’ categories, minimal resource utilization in terms of cost and time. Through the literature reviewed on eLearning and Information System, the desire to determine the variables that measure the success factors for information systems continues. Existing Information System (IS) success models do not sufficiently evaluate eLearning in developing country, Uganda inclusive as the current IS success models are generic in nature. This study aimed to describe a model of information system success tailored to eLearning system, Kampala International University as a case study, a Uganda’s context. To address the above objective, a field study was conducted, using questionnaire to determine factors for information systems success in Uganda, a sample size of 370 respondents were used from population size of 5500 using Sloven formula. The respondents comprise of 340 students, 27 lecturers and 4 administrators. The identified success factors are skills & training, infrastructure and management support. Data were cleaned and analyzed using Statistical Package for Social Scientists version 20.0 (SPSS). This study adopted Delone and Mclean’s Information System Success model (2016) and extended it using factors obtained from the field study survey. Analysis was performed to evaluate the model. Results of the study showed that all the independent variables management support, infrastructure, skills and training are positively related to the dependent variable of intention to and use of information system. There exists a strong relationship between the multiple independent variables and the dependent variable. All factors identified, has positive impact in explaining the variation in intention to use and use of the system with r coefficient of 0.343, 0.406 and 0.406 respectively. The results of the study presented a model of success factors for Learning Management System, eLearning specifically. For future research, this study recommends conducting qualitative studies to delve deeper into the nuanced perceptions and experiences of learners and teachers as well as looking into policies that can promote eLearning especially in developing countries.