Abstract
This paper aims to perform a factor analysis of e-learning service quality for providing valuable references and proposing strategies, which would advance successful e-training operations. This paper delineates services features and overviews current literature on e-education quality assessment. From e-learning attributes and the outlook of SSCE (services science, management, and engineering), the paper designs an indicator structure consisting of 10 criteria. Based on questionnaires, each indicator is given a certain value, and e-views is employed to calculate principal components. The paper finds six factors are crucial to measure of e-learning services quality for representing a 82.5% proportion in the total variance. Top three factors are ease of use, security, and reliability, indicating that network facilities, e-safety protection, and high-levels of instructing and punctual answering learner–raised questions after class, are leading prerequisites of maintaining superior e-educational quality. E-education suppliers should put efforts into these dimensions for providing quality e-training services.
Highlights
It is estimated that e-education for China will grow at annual 150% rate, averaging US$ 1014.5US$ in expenditures per capita, with an annual expanding capacity of market reaching US$0.6087 Billion
The contribution of this paper is to provide an evaluation of services quality in e-learning
We extend existing literature via dealing with the principal components that mainly affect e-education services and thereby identifying the most significant factors shaping the services quality of e-education
Summary
It is estimated that e-education for China will grow at annual 150% rate, averaging US$ 1014.5US$ in expenditures per capita, with an annual expanding capacity of market reaching US$0.6087 Billion Under this backdrop, quality for e-learning is increasingly emphasized as learners are required to become more active and self-constrained due to diminishing of instructors’ dominating role, which exists in the traditional teaching activity. There have been no criteria over gauging of e-learning services quality inside China It remains controversial on what factors should fall into the structure of services quality measurement for e-education. We develop use of principal component and factor analysis to seek those factors which play a leading role in the e-learning services quality Those factors could be a reference for other investigations measuring services quality related to e-education and act as guidance for companies or individuals that are engaged in e-teaching business. One contribution is to facilitate the current complex measurement of e-educational services by streamlining the structure bracing more variables and alleviating defects from linear regression like variable correlation
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