Implications of E-learning systems and self-efficiency on students outcomes: a model approach

Tanzila Saba

doi:10.1186/2192-1962-2-6

Abstract

Abstract Background This paper presents a model approach to examine the relationships among e-learning systems, self-efficacy, and students' apparent learning results for university online courses. Methods Independent variables included in this study are e-learning system quality, information quality, computer self-efficacy, system-use, self-regulated learning behavior and user satisfaction as prospective determinants of online learning results. An aggregate of 674 responses of students completing at least one online course from Wawasan Open University (WOU) Malaysia were used to fit the path analysis model. Results The results indicated that system quality, information quality, and computer self-efficacy all affected system use, user satisfaction, and self-managed learning behavior of students. Conclusion Proposed path analytical model suggests that hypothesized variables are useful to forecast e-learning results

Highlights

This paper presents a model approach to examine the relationships among e-learning systems, self-efficacy, and students’ apparent learning results for university online courses
The research model we developed is a blend of a management information systems (MIS) success model [3], a conceptual model of Piccoli et al, [4], and an e-learning success model of Holsapple and Lee-Post [5]
Our path analytical model suggests that of these six variables I hypothesized, all of them are useful predictor of elearning outcomes, except the following three unsupported hypotheses

Summary

Introduction

This paper presents a model approach to examine the relationships among e-learning systems, self-efficacy, and students’ apparent learning results for university online courses. Based on the review of 180 empirical studies, DeLone and McLean presented a more integrated view of the concept of information systems (IS) success and formulated a more comprehensive model of IS success. Their IS success model identified six constructs that are interrelated and interdependent: system quality, information quality, use, user satisfaction, individual impact, and organizational impact. We begin by introducing and discussing a research model illustrating variables affecting e-learning systems outcomes and user satisfaction We follow this with a description of the cross-sectional survey that was used to collect data and the results from a path analysis model. We outline the implications of the results for higher educational institutions

Objectives

Discussion

Conclusion