Success Factors For E-learning Research Articles

An empirical study of students' perceptive on e-learning systems success

PurposeThe effect of e-learning success relies on the learning management system and its effectiveness provided to the learners. As a result, higher education institutions (HEIs) are expanding using various e-learning platforms and focusing on system and information quality. This study adopts the ISS (information system success) model to assess students' perception of e-learning system success (e-LSS).Design/methodology/approachA quantitative research approach was used to analyse 151 students' perceptions collected from HEIs in Oman. The survey instrument was built on prior research related to DeLone and McLean’s ISS model, and expert opinion was involved for validation. The snowball sampling method was used to collect the data, and participants' anonymity and confidentiality were maintained as part of the ethical process. The reliability of data was tested using Cronbach's alpha analysis. A statistical tool like correlation was used to examine the relationship between the study variables (system quality, information quality, user satisfaction and e-LSS).FindingsThis study’s results revealed that students positively perceived system usage, and users' satisfaction with e-learning systems (e-LSs) was high. Moreover, the correlation results indicated that the system and information quality aspects of e-learning significantly influence e-LSS.Practical implicationsThe study results on students' perspective towards e-learning information systems can be advantageous to HEIs and various stakeholders like policymakers, and e-learning platforms. It may support and assist the HEIs and corporate firms in deciding on e-learning platforms for students and learners, respectively. Moreover, the consolidated findings will contribute to the existing literature on e-learning success factors from students’ perspectives.Originality/valueThis study examines the students' perception of e-LSS in Oman HEIs and advocates prospects for further in-depth study and analysis.

E-Learning Success Factors from Business Perspective

Increasing digitization trend in the business realms and the competitive market environment, e-Learning is overtaking traditional face-to-face classroom training style in their knowledge management system. However, it is hard to determine the future of e-learning in the workplace. While in all kinds of businesses, usage of elearning is encouraged by the time flexibility, teaching quality, the cost-effectiveness of the latest tech, social elearning processes that enhance knowledge and skills, the digital revolution, a spike in virtual classrooms, faster economic cycles, mergers, and more competitiveness. On the other hand, employee apprehension about using e-learning technologies concerns a lack of financing, a lack of business-relevant degree courses, concerns are limiting the business usage of these technologies. It is now not a matter of whether or not the Online can be utilized to change instruction in modern and viable ways. It's moreover not a question of whether or not firms ought to give the time, exertion, and assets required to fulfill their guarantee of making and developing new learning openings. The right question is, what is preventing businesses from using this incredible learning in their daily operations. It's probably time for businesses to band together and use the Internet's ability to learn from promise to practice. The emergence of e-learning is supposed to be considered an opportunity that arrives at a specific moment, which will be highly beneficial regarding organizational growth and development. Therefore, this paper will determine, analyze and represent the success factors of e-learning from the business perspective.

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

PurposeIn this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.Design/methodology/approachTo address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.FindingsThe authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.Originality/value The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.

The Mediating Effect of Student Satisfaction on the Relationships among Elearning Success Factors in Nursing Education

The Mediating Effect of Student Satisfaction on the Relationships among Elearning Success Factors in Nursing Education

Examining the Critical Success Factors of E-Learning Using Structural Equation Model: A Case Study on the Mandatory Use

Several researchers have studied e-learning success factors. However, there is rare research linking the success factors from the student perceptions to their data stored in the e-learning system, i.e., the student usage behavior and learning achievement. In addition, there is little research in the literature on mandatory use contexts. Thus, this study aimed to systematically examine and investigate the critical success factors (CSFs) of e-learning used for e-learning evaluation, using an e-learning system in mandatory use as a case study. The study is based on the D&M IS success model, the user satisfaction model, and success factors of e-learning systems. A structural equation model was used to analyze the data collected from 221 undergraduate students who used the system. The results indicated that e-learning success factors were information quality, system quality, instructor characteristics, diversity of assessment, system use, user satisfaction, benefits, and learning performance. In addition, system use has a highly positive and significant effect on learning performance, whereas the perceived benefits are determined by system use, instructor characteristics, information quality, and user satisfaction. Besides, instructor characteristics, system quality, and diversity of assessment had positive impact on user satisfaction. The findings provide insights to practitioners, academics, and policymakers to help them focus on factors that can be used to improve and evaluate the e-learning system. Our study contributes to the body of knowledge on e-learning system success and evaluation in mandatory use contexts.

Analysis of Success Factors of E-Learning

E-learning is being considered one crucial method of education, and various models and methods are being used to test its implementation and accomplishments. Among many, the DeLone MacLean information success (IS) success model is the most widely used in the assessment of e-learning systems’ success evaluation. The aim of this research was to study the effectiveness of the platforms used in e-learning at the Mongolian University of Science and Technology. In this study, we used the D&M IS Success Model to examine whether e-learning can be a successful transmitter of knowledge. Our intention was to assess the success of e-learning by the D&M IS Success Model, define the impact of current e-learning practice on individuals, and identify the factors that affect the quality. The survey covered 685 undergraduate and graduate students of the Mongolian University of Science and Technology. Results demonstrated that high-quality systems and information upsurge the individual impact. In addition, increased and continuous usage of e-learning systems plays a mediating role between system quality and individual impact. To ensure the continuous use and effectiveness of e-learning systems, special attention should be paid to factors such as service quality, systems’ simplicity and flexibility, and customer satisfaction.

Effectiveness of Online Learning at Universities: Do Sociocultural Differences Matter?

<p style="text-align:justify">This study aims to explain the success factors of e-learning. The participants were 427 students in public universities in Indonesia. To demonstrate the success of this e-learning, we developed a more comprehensive e-learning evaluation model that considers the system's characteristics, students, and instructors. The results show that higher student performance is associated with higher student satisfaction. However, the increase in performance is not due to the use of e-learning. Social and cultural factors influence the use of e-learning. Culture and social environment influence students' use of e-learning. The instructor's ability to implement e-learning has been shown to influence student satisfaction. The difference in the implementation of e-learning compared to classroom learning requires different teaching methods that affect student performance. In addition, e-learning is used in all courses during the COVID-19 pandemic.</p>

Investigating Critical Success Factors of E-Learning: Different Stakeholders’ Perspectives

Investigating Critical Success Factors of E-Learning: Different Stakeholders’ Perspectives

Effectiveness of E-Learning Management During Covid- 19 Pandemic in Indonesia

This research aims to analyze the effectiveness of e-learning management during the Covid-19 pandemic in Indonesia with Delone and Mclean Model and Virtual Learning Effectiveness approach. The research method used is quantitative, with a sample of students in Indonesia. The data collection method uses an online questionnaire sent by email and an actual phone number. The data analysis method uses structural equation modeling based on Partial Least Square (PLS). This study found empirical evidence that technological factors, namely the quality of the system and the quality of information, and psychological factors, namely self-efficacy and human factors that are the services of lecturers, have a significant effect on user perception and user satisfaction. User perception and user satisfaction have a significant effect on the effectiveness of e-learning. This study develops research models DM and VLE. Future research planned to extend this research model into an integrated model structure that could help define factors in the performance of e-learning systems and important e-learning success factors, or superior to conventional face-to-face learning systems

How can we achieve better e-Learning success in the new normal?

PurposeThis study aims to propose and validate a model for e-Learning success based on students’ experiences in the “new normal.” To achieve this goal, this study focused on answering three research questions: (1) What are the students’ experiential factors that impact e-Learning? (2) How do these experiential factors affect e-Learning success? (3) In what ways does a multimethod provide a comprehensive perspective and an in-depth understanding of students’ e-Learning experiences in the new normal?Design/methodology/approachThis study applied a mixed-methods sequential approach using exploratory, confirmatory and complementary studies. First, this study undertook a text-mining exploratory analysis of the review data to extract e-Learning topics. Then, based on the Information Systems (IS) success model, this study identified an integrated framework drawn from the results of the text-mining analysis. Second, this study proposed an e-Learning, experience-based success model and corresponding hypotheses and conducted a confirmatory study with surveys to validate the model. Third, this study conducted in-depth interviews to better identify the phenomenon of interest.FindingsThe five factors extracted from the first stage are system quality, lecture content, teaching quality, online interaction and achievement. This study subsequently confirmed the significant relationships between the e-Learning success factors in the second stage based on the IS success model. Finally, a complementary study identified the importance of interactivity for e-Learning success in the new normal.Originality/valueTo the best of the authors’ knowledge, this paper is the first to develop an e-Learning success model using a comprehensive mixed-methods approach.

The Emerging Challenges for Online Teaching in the Times of COVID-19: An Emerging Market Perspective

Before the coronavirus disease 2019 (COVID-19) crisis, most academic institutions, i.e., schools, colleges, and universities in Kuwait utilized face-to-face settings, and hence, were based on only traditional methods of learning. Although many academic institutions have started employing blended learning, several institutions continue to stick with conventional procedures. The sudden outbreak of the COVID-19 crisis has shaken the educational sector in Kuwait, and the Middle East and North Africa region by forcing instructors to shift to the online mode of teaching overnight to maintain their status. Many instructors hesitant of readjusting their conventional pedagogical approach have had no option except shifting solely to an online teaching environment. Consequently, the purpose of this study is to shed light on the challenges and highlight the success factors of e-learning and the online teaching approach during the COVID-19 crisis. This study also proposes some useful suggestions for professionals in higher education institutions, i.e., senior managers, leaders, and others, on dealing with the challenges associated with the online paradigm in the post-COVID-19 crisis time-period.

Meta-analysis of the DeLone and McLean models in e-learning success: the moderating role of user type

PurposeReviewing the existing literature in the field of e-learning success reveals a considerable number of studies that primarily investigate the causal relationships proposed by the DeLone and McLean (D&M) information system (IS) success model. However, the various relationships in the D&M model have found different levels of support or even contradictory results within the empirical literature. To synthesize the existing knowledge in the field of e-learning success, the authors have conducted a meta-analysis of e-learning success studies using D&M to combine the quantitative results and validate the model in this field. Furthermore, a moderator analysis involving user types was performed to examine the situation under which they may have different effects.Design/methodology/approachFor this purpose, through a systematic review of the studies, 44 independent studies were selected from 29 qualified related journals. In order to analyze the quantitative results of the studies, the meta-analysis of the effect sizes of the casual relationships in the D&M model has been used.FindingsThe findings indicated that all relationships of the model were supported. It was also revealed that the extent of effect sizes of the examined relationships depends on the type of user. Except for one relationship (user satisfaction and net benefit), all effect sizes of employees were more than those of students and teachers.Research limitations/implicationsThis meta-analysis reviewed the relationships found in the literature on D&M constructs in e-learning contexts. This study better explains the e-learning success factors by consolidating contradictory findings in the past researches and contributes to the existing e-learning success literature. The findings can assist educational institutions and organizations in decision-making because the findings resulting from the meta-analysis are more consistent than previous primary researches.Originality/valueDespite the widespread use of the D&M model in the field of e-learning success, no study has yet consolidated the quantitative findings of these studies and the current field abounds in some controversies and inconsistent findings. This paper integrates the results of empirical studies that examined the relationships within the D&M model. The main contribution of this paper, which is the first of its kind, is to apply meta-analysis to reconcile the conflicting findings, investigate the strengths of the relationships in the D&M model and provide a consolidated view.

E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives

During the COVID-19 pandemic, educational institutions were shut down all over the world, which impacted over 60% of students and caused a massive disruption of the education system. The goal of this paper was to identify the critical success factors for E-learning during COVID-19 using the multi-criteria Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) techniques to enhance the educational process. Data were generated by interviewing 69 E-learning managers in educational institutions during COVID-19 based on defined evaluation criteria and E-learning approaches through several channels. We found that technology management, support from management, increased student awareness to use E-learning systems, and demanding a high level of information technology from instructors, students, and universities were the most influential factors for E-learning during COVID-19. Among the five learning systems, blended learning was the most suitable learning system to practice. These results demonstrated that, regardless of how extraordinary the technology is in an educational institution, the readiness of E-learning execution played a large role in boosting the educational process during the COVID-19 pandemic.

Critical Success Factors of eLearning in Distance Education Program in a Developing Country

This paper aims to identify the critical success factors (CSFs) of eLearning in distance education/learning program in a developing country, Bangladesh. Distance education program is accredited in overcoming a number of barriers in education, especially time constraint and geographical location. eLearning is often used as a means of distance education program. In previous researches a number of bottleneck are identified in distance education as well as in eLearning. In Bangladesh, Bangladesh Open University (BOU) is solely authorized to conduct the distance education. The aim of BOU is to distribute the knowledge in remote areas and to the community of unprivileged. BOU has taken the eLearning as the premise of strengthening the distance education program. This study aims to identify the critical success factors (CSFs) that are necessary to ensure the effective distance education through eLearning on the priority basis. As Fuzzy Analytical Hierarchy Process (FAHP) is recognized extensively for identifying the actions required on priority basis, FAHP is used to conduct the study.

The contribution of school culture to the learner success factors in e-learning

<p>This study aimed to portray how a school culture contributed to the learner success factors in e-learning in the middle school level. The ethnographic case study design was applied to explore the school culture and the e-learning success factors more deeply and holistically. The data were collected through observations and in-depth interviews. The cross-case analysis was used to interpret the data. The subjects of the study were four students who won in the national e-learning competition and the setting of the institution was in SMP Tentara Genie Pelajar (TGP) in Malang. The fundamental finding of the study, that might not be found in other research, was that the high-academic performance culture of this school gave an indirect contribution to the students’ e-learning success factors, such as the students’ motivation, the students’ e-learning self-efficacy, the students’ prior knowledge on the e-learning technical competency, and the students’ interaction and collaboration. This study gave a big implication because an ethnographic case study on the e-learning critical success factors might be never done in Indonesia before.</p>

Critical success factors for eLearning in Saudi Arabian universities

PurposeThe purpose of this paper is to offer insights into the development of eLearning systems and the perceptions of key players in the management of eLearning systems in three large universities in Saudi Arabia. It establishes the relative importance of different factors and compares these findings with studies conducted elsewhere in the world.Design/methodology/approachDesk research was conducted to gather a profile of the eLearning initiatives in the participating universities. Structured interviews were conducted with senior managers with responsibility for implementing and promoting eLearning in their universities. The interview protocol prompted discussion of the importance of the following sets of factors in the success and acceptance of eLearning: student characteristics, instructor characteristics, learning environment, instructional design, and support. Interviews were transcribed and analysed using thematic analysis.FindingsSupported by the Saudi Government, the three universities in this study have been developing their eLearning services. The two most important groups of critical success factors in this process were regarded as those related to student and instructor characteristics. Further analysis within each group of factors suggested that participants regarded instructor knowledge with learning technologies and student knowledge of computer systems, and technical infrastructure as important facilitators of success. Amongst instructional design factors, clarity of learning objectives and content quality were regarded as important. Insights are offered as to the reasons for these selections.Originality/valueThis study furthers earlier research on eLearning managers’ views and contributes to understanding of eLearning and its management in the Middle East.

APPLIED CLUSTERING ANALYSIS FOR GROUPING BEHAVIOUR OF E-LEARNING USAGE BASED ON MEANINGFUL LEARNING CHARACTERISTICS

One of the critical success factors of e-learning is positive interest of students towards e-learning. The majority of activities of current e-learning usage are viewing and downloading. These activities are not meaningful with regard to enhancing learning quality. Due to that, the aim of this paper is to analyze students’ usage based on meaningful learning characteristics by clustering students’ activities and actions during online learning. We first define meaningful learning characteristics (as those which are active, authentic, cooperative, collaborative, and intentional) and associate these with e-learning activities and actions. Then, we analyze the students’ e-learning usage and define the cluster of student’s meaningful characteristics by using the K-Means cluster method. A case study has been conducted based on the e-learning log files of 37 students on Computational Intelligence Course at the Software Engineering Department, Universiti Teknologi Malaysia. The result of this clustering enables us to determine the students with high ratings on these meaningful activities and actions during online learning. We found out that students with high hits on add, update, and edit are included in the high cluster group. On the contrary, students with high hits on the view actions for all e-learning activities are included in the low cluster group. This result may assist instructors while preparing the strategy of computer usage for education, in terms of providing a greater variety of learning activities, which is applicable for any courses.

Success factors for e-learning in a developing country: A case study of Serbia

<p>In this paper, DeLone and McLean’s updated information system model was used to evaluate the success of an e-Learning system and its courses in a transitional country like Serbia. In order to adapt this model to an e-Learning system, suitable success metrics were chosen for each of the evaluation stages. Furthermore, the success metrics for e-Learning evaluation are expanded by providing several systems for quantifying the given success metrics. The results presented in this paper are based on courses that were taught both online and traditionally in three different subject areas: graphic design, information technology, and management. Of particular interest were success metrics which can be determined using quantifiable data from the e-Learning system itself, in order to evaluate and find the relationship between students’ academic achievement, usage of learning materials, and students’ satisfaction. The results from different courses were used to illustrate the implementation and evaluation of these success metrics for both online and traditional students.</p>

Organizational factors’ effects on the success of e-learning systems and organizational benefits: An empirical study in Taiwan

<p>E-learning development for enterprises is still in its infancy in that scholars are still working on identifying the critical success factors for e-learning in organizational contexts. This study presents a framework considering how organizational factors affect the quality and service of e-learning systems and how these factors influence organizational benefits in the view of IS success model and resource-based theory. A questionnaire survey of 120 Taiwanese companies was performed to validate the framework. The results show that top management support, information security policy, and institutional policy are positively related to system quality, while top management support, organizational learning culture, and institutional policy are positively related to system service. Additionally, system service is significantly related to organizational benefits. Our model provides two novel aspects of e-learning study. Firstly, we extend IS success model by incorporating four organizational factors as antecedences influencing system quality and system service. Secondly, the model is framed and examined on an organizational level, which provides a top-down view for managers when designing and implementing e-learning systems in the organizational context.</p>

The effects of organizational learning environment factors on e-learning acceptance

Workplace learning is an important means of employees’ continuous learning and professional development. E-learning is being recognized as an important supportive practice for learning at work. Current research on the success factors of e-learning in the workplace has emphasized on employees’ characteristics, technological attributes, and training design elements, with little attention to workplace contextual effects. The study aims to investigate the impacts of organizational learning environment factors, including managerial support, job support, and organizational support, on employees’ motivation to use a workplace e-learning system. A model was proposed based on the expectancy theory of training motivation and the social influences and facilitating conditions in technology acceptance models. The model was tested on sample data collected from mainland China using Structural Equation Modeling and Moderated Structural Equation Modeling. The results suggested that employees’ perceived managerial support and job support had a significant impact on their perceived usefulness of the e-learning system for individual learning, and that perceived organizational support had a significant influence on the perceived usefulness of the e-learning system for social learning. Perceived usefulness for individual learning was found to completely mediate the environmental influences on individuals’ motivation to use the system, while perceived usefulness for social learning made partial mediation in the effects of the environmental factors on intention to use. In addition, perceived job support was found to have moderating effects on the relationship between employees’ perceived usefulness of the e-learning system and their intention to use the system. Consistent with previous findings, employees’ perceptions about the usefulness of the e-learning system have significant effects on their intention to use the system in the work setting.