Factors Affecting E-Learning Performance in Private Higher Education Institutions: An Empirical Analysis

Abstract

This research investigates the determinants of e-learning performance in private educational institutions in the Sindh region. Employing a quantitative methodology, the study utilized a closed-ended questionnaire for data collection. The survey was conducted at five private universities in Sindh with a focus on their experiences with e-learning implementation in traditional classrooms. A total of 250 questionnaires were collected, out of which 233 underwent thorough examination. Structural equation modeling, specifically Partial Least Squares Structural Equation Modeling (PLS-SEM), was employed to analyze the proposed conceptual model, using variance as a basis for assessment. The study reveals that the Unified Theory of Acceptance and Use of Technology (UTAUT) constructs related to effort expectancy exert a significant and positive influence on student behavior. Conversely, the performance expectancy variable does not exhibit a statistically significant impact on student e-learning performance. Furthermore, student performance is directly affected by other factors, such as organizational structure and extrinsic motivation. In contrast, concerning student behavior, extrinsic motivation emerges as the sole influential factor. The study's findings suggest that elements shaping behavior, including organizational structure, extrinsic motivation, and effort expectancy, play pivotal roles in enhancing student e-learning performance.