E-learning System Quality Research Articles

Assessment Of Effective Factors In E-Learning at Islamic Azad University

The rapid growth of information and communication technology has brought significant changes to the performance of education globally through the use of learning management systems facilitated by e-learning in higher education institutions. Despite perceived advantages such as flexible and widespread access, e-learning still faces challenges like identifying the needs of students, faculty, and staff, as well as delivering quality courses. Furthermore, there is a lack of assessment of existing e-learning initiatives and the determination of critical success factors for quality. This necessitates further research into e-learning practices to fill the identified gaps. This study presents a model for assessing the quality of e-learning systems by modifying and expanding existing frameworks for quality learning with other models and frameworks. A descriptive and exploratory research approach was employed using a cross-sectional survey of 180 respondents from Islamic Azad University, Science and Research Branch. Data were collected through questionnaires and interviews using stratified sampling methods. The validity of the conceptual model was assessed using structural equation modeling and regression analysis. This study revealed that course design, content support, administrative support, user characteristics, organizational factors, and social support impact quality. This research has contributed to the body of knowledge from theoretical, methodological, and practical perspectives.

Lesson learned from assessing teachers’ and students’ perspectives regarding the quality of e-learning in medical education during the pandemic: a mixed-methods study

BackgroundThe evaluation of e-learning systems ensures the provision of quality training. The goal was to identify the perspectives of teachers and students on e-learning in medical education during the COVID-19 pandemic at Shiraz University of Medical Sciences (SUMS), Iran.MethodsThis study utilized a convergent mixed methods research design with a two-phase approach to collect and analyze data between June and August 2022. In the first stage, a cross-sectional descriptive study was conducted to evaluate the quality of e-learning systems from the perspective of 400 students. In the second stage, semi-structured interviews were conducted with 10 virtual education professors and 10 student representatives to identify the strengths, weaknesses, opportunities, and threats of virtual education. A validated questionnaire was administered to assess the quality of the e-learning system, and data were analyzed using SPSS-21. Qualitative data were subjected to content analysis.ResultsOur findings revealed that the student support system, the course structure, and the infrastructure and technology subscales’ mean scores were significantly higher than the average level (P < 0.001). However, the professors’ methods of teaching and learning strategies were unsatisfactory. The results of the present study showed that the evaluation mean score was significantly higher among, younger, female, and undergraduate students. Virtual education has strengths and weaknesses, and innovative approaches are needed to enhance student engagement. The lack of appropriate infrastructure and virtual teaching tools for teachers and students is a significant challenge that needs to be addressed. Blended learning is effective in medical education, and the shift from teacher-centered to learner-centered teaching approaches is an opportunity to explore innovative teaching approaches.ConclusionFrom the perspective of students, the quality of eLearning systems at the universities was moderate. Virtual education offers both benefits and drawbacks, and there is a requirement for innovative solutions to enhance student engagement and lessen boredom.

Developing The E-Learning System Success Model: A Developing Country Perspective

This study aimed to develop a comprehensive e-learning system success model from a developing country perspective. The integrated lens of DeLone &amp; McLean-Information System Success Model, the Model for Measuring E-learning System Success, and the Social Cognitive Theory was used to develop a research model. Twelve hypotheses were developed and tested with 188 participants. The study employed the Structural Equation Modeling technique to analyze data. Out of 12 hypotheses, two were rejected. At the same time, ten were supported, implying that variables such as contentment and information quality, user self-efficacy, user satisfaction, intention to use/use, net benefits, and loyalty to the system were appropriate for measuring the e-learning system success in developing countries. Based on these results, we recommend that the technical system quality and educational system quality of e-learning systems should be improved.

Learn from anywhere, anytime: Factors Influencing the adoption of E-learning System in Malaysian private university

E-learning utilization and implementation between many users is a significant challenge for many universities in both developed and developing nations. This study aims to examine the indirect effect of E-learning System Quality on the E-learning system adoption, through trust and self-efficacy. The data were collected via self- administered questionnaires, yielding 129 usable responses from the students of Manipal International University in Nilai, Malaysia. This study revealed that e-learning system quality has a positive effect in building the students’ trust and self-efficacy. The positive effect of trust and self-efficacy on e-learning system adoption were also confirmed. In addition, this study found the mediation effect of trust and self-efficacy in the relationship of the e-learning system quality and e-learning system adoption. The findings from this study are expected to benefit both practitioners, the tertiary education industry, specifically universities and colleges that interested to explore e-learning system and researchers that specialize in education study.&#x0D;

Using Edutainments in Teaching Orthodontic Lateral Cephalometric and Dental Cast Analysis

Background: Many educators have developed an interest in an emerging new concept called entertainment education (edutainment). Edutainment is a kind of tool that, in this age of technology, can be easily incorporated into education. Objectives: This study aimed to use edutainment for teaching orthodontic lateral cephalometric and dental cast analysis as well as to evaluate the dental students’ attitudes towards it. Methods: In this cross-sectional study, the multimedia-enhanced with edutainment was designed using Articulate Storyline version 3.5. To evaluate the students’ attitudes, 52 ninth-semester dental students doing their second semester in 2019 - 2020 were included in the study. Then they were asked to complete a standard questionnaire with a 7-point Likert scale from strongly disagree to strongly agree and including 26 items in eight domains of perceived self-efficacy, perceived satisfaction, understanding usefulness, behavioral concept, e-learning system quality, interactive learning activities, e-learning effectiveness, and multimedia instructions. Data were analyzed and expressed using independent sample t-test, one-way ANOVA, and descriptive statistics. Results: The majority of the students had positive attitudes towards the areas of perceived self-efficacy (83.3%), perceived satisfaction (90.4%), perceived usefulness (96.8%), behavioral intention (91.7%), e-learning system quality (75%), interactive learning activities (73.1%), e-learning effectiveness (88.5%), and multimedia education (85.3%). Conclusions: In sum, the students’ attitudes towards learning were positively and significantly influenced by the designed educational multimedia enhanced with edutainments to teach lateral cephalometric analysis in orthodontics. It was found that the application of edutainment as an educational tool together with traditional training may have been an effective method for teaching and, therefore, it was recommended that edutainment should be used as an alternative to traditional methods during crises such as the COVID-19 pandemic.

KESAN FAKTOR PENERIMAAN TERHADAP KUALITI SISTEM E-PEMBELAJARAN DALAM KALANGAN PELAJAR IPT DI MALAYSIA

This article aims to examine the effect of acceptance factors on the quality of e-learning systems among HEI students in Malaysia to meet the needs of teaching and learning in line with developed countries. This study is beneficial to the world of Education, especially at the level of Higher Education Institutions that make the e-learning system one of the main mediums in the teaching and learning system. This study uses a quantitative approach through a cross-sectional survey method. The findings of the study show the perception of ease of use (β=0.342, p&lt;.05; technical support (β=0.260, p&lt;.05); lecturer characteristics (β=0.203, p&lt;.05) and the perception of usefulness (β=0.181, p&lt;.05) has a positive effect on the quality of the e-learning system. This proves that the acceptance factors influence the quality of the e-learning system among HEI students in Malaysia. The advancement and use of this technology is important to enable the country to keep pace with the country-developed countries and can produce highly knowledgeable human capital to contribute to progress in the country's education and socio-economic systems.

Undergraduate students' perception on e-learning systems during COVID-19 pandemic in Nigeria

Covid-19 has forced many educational institutions to adopt e-learning as an alternative to physical classroom learning. However, the concern of critical stakeholders in higher educational institutions on the adoption and usage of e-learning system, especially in the developing countries continue to increase recently, due to various challenges facing the sector. This study investigates perception of undergraduate students in University of Ilorin, Nigeria on use of e-learning systems during Covid-19 pandemic. Specifically, this study sought to identify factors that influence the use of e-learning systems, investigates the perception of students on the quality of e-learning systems used, assesses the attitude of their lecturers towards the use of the e-learning system during the pandemic. A three stage sampling techniques including purposive, random and proportionate were employed with a total number of 333 students as respondents using a quantitative research approach. The analysis of the data collected was done using descriptive statistics including mean. The results of the study revealed that e-learning system use among University of Ilorin students is high, but highly influenced by the decision of the school management to employ e-learning system as only approach for teaching during the pandemic. It further revealed that the perception of students on the quality of system used is high, while their lecturers' attitude towards the use of e-learning facilities is positive. The study concluded that adoption of e-learning system for continue education during Covid-19 pandemic was a success at the University of Ilorin. It however suggested a blended learning approach (virtual and face-to-face) and recommended more investment from educational stakeholders to sustain e-learning beyond Covid-19 period.

Examining E-Learning Adoption Through the Lens of the Information Systems Success Model: An Empirical Study on Higher Education Institutions in Indonesia

Due to the outbreak of COVID-19, learning institutions in Indonesia have been forced to switch to e-learning. E-learning is a new way of education that everyone had to adopt. To ensure the continuity of teaching and learning activities, higher education institutions (HEIs) need to explore ways to increase the quality of e-learning systems. The paper aims to understand the quality factors that influence e-learning adoption in Indonesia. The proposed framework is validated with 753 students from four universities located in different regions of Indonesia. Data were analysed using Statistical Package for the Social Sciences (SPSS) software. The findings show that a relationship does exist between information quality and e-learning adoption. However, system and service quality did not indicate any significant influence on e-learning adoption. Keywords: Information Quality, System Quality, Service Quality, E-Learning Adoption

E-learning and COVID-19: Predicting Student Academic Performance Using Data Mining Algorithms

The satisfaction of E-learners has the main effect on the success of the E-learning process and leads to improvements in the E-learning system's quality and several factors affect this satisfaction. Based on the dimensions of e-learning, the main objective of this study was to evaluate the factors that contributed to students' satisfaction with e-learning during pandemic the Covid-19 and to give a thorough understanding and knowledge of different data mining techniques that have been used to predict student performance and development, as well as how these techniques help in the identification of the most relevant student attribute for prediction. Currently, to search for information in large databases, data mining techniques have become very popular and proven itis effective. Because of the performance and effectiveness of data mining techniques, it has been adopted by many areas such as telecommunication, education, sales management, banking, etc. In this paper, data mining algorithms were relied on to build e-learning classification models for a "student performance" data set, the proposed model includes 1000 instances with 35 attributes. Data mining algorithms have been implemented on the student performance data set in E-learning. Among these algorithms are the Decision Tree algorithm, Random Tree algorithm, Naive Bayes algorithm, Random Forest algorithm, REP Tree algorithm, Bagging algorithm and KNN algorithm. After comparing the results and conducting the assessment, the impact of the proposed features in e-learning on the student's performance was clarified. The final result of this study is important for providing greater insight into evaluating student performance in the COVID-19 pandemic and underscores the importance of data mining in education.

Students’ Perceptions of E-Learning in Malaysian Universities: Sentiment Analysis Based Machine Learning Approach

Aim/Purpose: To gain insight into the opinions and reviews of Malaysian university students regarding e-learning systems, thereby improving the quality and services of these systems and resolving any problems, concerns, and issues that may exist within the institution. Background: This exploratory study examines the students’ perceptions of e-learning in Malaysia based on Sentiment Analysis (SA) to gain a clear insight into their feelings about the quality of e-learning systems and related services in Malaysian universities to determine whether these opinions are positive or negative. Methodology: The data was collected from Twitter; the Full Archive Search API Premium v1.1 tire was chosen to access the tweets from November 1, 2019, to December 30, 2020. The R programming language library package “rtweet” was applied to access the search API and query the tweets. To classify students’ opinions, sentiment analysis-based Machine Learning (ML) with Support Vector Machine (SVM) was utilized. Rapid Miner, a statistical and data mining tool, was used to determine the sentiment of tweets and the accuracy of the ML algorithm. After preparing the data, RapidMiner was used to pre-process and classify the final 1201 tweets based on sentiment, and National Research Council (NRC) word-emotion lexicon was used to detect the presence of eight emotions in the tweets. The confusion matrix is used to determine the classifier’s performance. Contribution: This research provided evidence for the effective use of sentiment analysis as an indicator that may contribute to the development of educational systems, specifically, e-learning systems in Malaysian universities. Findings: Based on the findings, the majority of students have a positive opinion about e-learning systems in Malaysian universities. Precisely, the results showed that 65% of sentiments were classified as positive and 35% as negative. Moreover, among the eight emotions, the majority of the tweets expressed a higher level of trust, anticipation, and joy. Recommendations for Practitioners: The study findings could help classify the teachers’ strengths and weaknesses graphically based on the students’ positive and negative feedback. These findings would also help decision-makers and educationalists be more aware of students’ feelings (sentiments) and concerns. Thus, using social media sentiment analysis should be encouraged as a valuable source of information that may assist their educational decision-making, e-learning development, and performance evaluation. Recommendation for Researchers: The findings may encourage other researchers to apply SA based ML approach and use Twitter as a data source to discover users’ opinions about certain issues in learning and teaching processes. Impact on Society: Our study confirmed that social media data could provide valuable and supportive information about educational systems and procedures in e-learning for appropriate decision-making regarding future development and strategies. Future Research: Future work can experiment with other classification models and different ML classification algorithms as well as other feature extraction methods and compare the results to find the best accuracy that can improve the classification results

Evaluating e-learning systems success in the new normal

The goal of this study is to develop and verify a model for successful e-Learning based on the experiences of students in the "new normal". From Jordanian universities, 550 students who have taken any e-Learning course were randomly selected. Data were collected via a survey questionnaire, and Structural Equation Modeling (SEM) was employed to test the proposed study model. The findings indicate that contactless learning and high-quality e-learning systems have a beneficial impact on student satisfaction. In addition, e-Learning cognitive involvement was found to solidify e-Learning satisfaction. Furthermore, the results show a positive and significant impact of e-Learning cognitive involvement and e-Learning satisfaction on e-Learning achievement. Also, e-Learning system quality positively affects e-Learning cognitive involvement, besides a direct impact of contactless learning quality on e-Learning cognitive involvement.

Quality Requirements for Continuous Use of E-learning Systems at Public vs. Private Universities in Spain

During the later years of technological innovation, e-learning systems have demonstrated to be an effective way to improve educational quality and overcome time and place constraints. Virtual communication, instruction and evaluation have become an important part of the higher education. However, although e-learning has been implemented extensively, its operation and success might differ between organisations, due to institutional capacity and resources. With this in mind, the objective of this research is to distinguish between public and private universities, in the sense of the e-learning system quality and the perceived institutional support, as means to achieve users’ intention to continue using e-learning. Analysing the information from 270 Spanish teachers and students in e-learning systems at public and private universities, we concluded that information, service and educational quality determine e-learning continuous use at public universities, while perceived institutional support acts as a mediator between the information and educational quality and the continued use, in the case of the private universities. Valuable recommendations for higher-education institutions’ management suggest that innovative tools for interaction and organisation, cooperation of public and private universities, and investment in technology and human resources, are vital for continuity of e-learning systems.

The Determinants of Student Attitude Toward E-Learning Academic Achievement During the COVID-19 Pandemic

Many educational institutions have adopted e-learning methods during the COVID-19 pandemic to maintain school teaching activities. However, systematic research on e-learning effectiveness in such a crisis is quite insufficient. This study aims to explore the impact of e-learning quality on students' satisfaction during the pandemic in regard to academic achievement and behavioral intention. Through a questionnaire and semester score database, the relevant data of 683 students were collected and then analyzed by PLS-SEM. The result shows that instructor teaching quality and e-learning system quality influence students' academic achievement and behavioral intention through increasing students' e-learning satisfaction. E-learning system quality moderated the impact of instructor teaching quality on students' e-learning satisfaction. The findings of this study provide valuable insights into the comprehensive implementation of e-learning during a crisis.

The Current Status of Applying E-Learning Quality Standards from the Perspective of Faculty Members at Arab American University

The study aimed to identify the current status of applying e-learning quality standards at the Arab American University from the point of view of faculty members, and to what extent average means differ according to the different demographic variables. To achieve this, the descriptive analytical method was used, and (211) members were randomly selected, who represented (45.4%) of the study population (465) faculty members working at the Arab American university. A questionnaire consisting of (39) items covering (3) dimensions (the lecturer’s role in using e-learning system, the quality of e-learning system, the role of the university administration in the quality of e-learning system) was used after testing its validity and reliability. After the descriptive statistical analysis, the results showed that the average means of the study sample towards the current status of applying the quality standards of e-learning at the university received a high degree. There were also statistically significant differences in the gender variable in favor of females; in qualification in favor of PhD holders; and in experience in favor of (more than 10 years). The study concluded with a number of recommendations, including developing and innovating new methods of evaluation suitable for the e-learning system, providing all kinds of support to faculty members, and relieving the psychological stress faced during the e-learning process.

The Current Status of Applying E-Learning Quality Standards from the Perspective of Faculty Members at Arab American University

The study aimed to identify the current status of applying e-learning quality standards at the Arab American University from the point of view of faculty members, and to what extent average means differ according to the different demographic variables. To achieve this, the descriptive analytical method was used, and (211) members were randomly selected, who represented (45.4%) of the study population (465) faculty members working at the Arab American university. A questionnaire consisting of (39) items covering (3) dimensions (the lecturer’s role in using e-learning system, the quality of e-learning system, the role of the university administration in the quality of e-learning system) was used after testing its validity and reliability. After the descriptive statistical analysis, the results showed that the average means of the study sample towards the current status of applying the quality standards of e-learning at the university received a high degree. There were also statistically significant differences in the gender variable in favor of females; in qualification in favor of PhD holders; and in experience in favor of (more than 10 years). The study concluded with a number of recommendations, including developing and innovating new methods of evaluation suitable for the e-learning system, providing all kinds of support to faculty members, and relieving the psychological stress faced during the e-learning process.

Teachers’ self-efficacy, mental well-being and continuance commitment of using learning management system during COVID-19 pandemic: a comparative study of Pakistan and Malaysia

ABSTRACT The coronavirus pandemic causes sickness and death, shutting down economies, damaging health care systems, and closing educational institutions. It has a profound effect on the education sectors, and most importantly, teachers’ lives have been affected. This sector has been facing an immense change from traditional in-person classroom education to virtual education to alleviate its impact. Hence, the present study is designed to examine the impact of teachers’ self-efficacy and system quality on teachers’ continuance commitment towards online teaching in the COVID-19. Also, teachers’ mental well-being has been added as a moderating variable. During a crisis like COVID, teachers are expected to show higher engagement through commitment. Both in Malaysia and Pakistan, the degree of loyalty in the teaching profession is a distinguishing characteristic. Hence, teachers of both countries are targeted for the comparative analysis. The results depict that the e-learning system quality and instructors’ self-efficacy are critical factors in making the teachers willing to continue their online practices. However, assurance and educational quality do not play a significant role in the context of Pakistan. However, in the Malaysian context, results differ and reveal that instructors’ responsiveness and information quality do not play a promising role.

Moderating Role of Gender in the Impact of E-Learning Quality on Students Satisfaction and Performance During Covid-19 Pandemic

This paper aims to examine the impact of E-learning quality on students' satisfaction and performance before and during the COVID-19 pandemic and the role of gender as a moderating variable. A descriptive and inferential approach was used where a specially designed questionnaire was distributed on a simple random sample of students enrolled in Public Security Training City in Riyadh, Saudi Arabia. Data were gathered from 352 respondents. The multiple regression analysis was used to justify the proposed hypotheses. The study found that E-learning system quality and E-learning service quality positively impacted student satisfaction, which made a significant and positive impact on student performance. Moreover, gender played a moderating role in the relationship between E-learning system quality, E-learning service quality, and student satisfaction. Finally, it was found that the relationship between all variables during COVID-19 was stronger than relationships that existed before the COVID-19 pandemic.

PENINGKATAN KINERJA SISTEM E-LEARNING DALAM PERSPEKTIF UNIVERSITAS 4.0 MENGGUNAKAN KERANGKA IT BALANCED SCORECARD

Bina Darma University (UBD) as one of the university based information technology currently has been assisted by the use of IT in implementing its strategy. University 4.0 is a university that makes students as a learning center and assisted by the use of IT. UBD in conducting learning has been assisted by e-learning which is one of the benchmarks of 4.0 University perspectives. E-Learning implementation assists the learning process by students and lecturers. The performance of the e-learning system has not been measured. Measurements are performed to improve the quality of e-learning systems in the 4.0 university perspective. To perform analysis used the IT framework Balanced Scorecard consisting of four perspectives namely Corporate Contribution/Business Contribution, User Orientation, Operational Excellence and Future Orientation. The result of this research is an improved analysis of quality and strategies to improve the quality of e-learning systems in the 4.0 university perspective.

EVALUASI KEPUASAN PENGGUNA E-LEARNING PADA PROSES PEMBELAJARAN DARING DI INSTITUT MANAJEMEN WIYATA INDONESIA

The research aims to obtain an overview of the (1) The quality of e-learning systems, (2) The quality of e-learning information, (3) The quality of e-learning services, and (4) e-Learning user satisfaction in the online learning process at the Institut Manajemen Wiyata Indonesia. This research uses the descriptive method of weighted average evaluative. Data collection is implemented by spreading the questionnaire. The results showed: (1) The quality of E-learning systems in the online learning process is categorized (well), (2) The quality of E-learning information on the online learning process is categorized (well), (3) The quality of E-learning services on the category of online learning is not good, (4) The satisfaction of E-learning users in the online learning process is categorized well.

A Hierarchical Model to Evaluate the Quality of Web-Based E-Learning Systems

The rapid growth of Information and Communication Technologies (ICT)—specifically, the Internet—has given emergence to e-learning. Resultantly, web-based e-learning systems are being increasingly developed to enhance the learning process. However, the utilization of such systems is low, mainly owing to poor quality content and overall design problems. To improve usage, it is imperative to identify the factors with the most significant impact on the quality of these systems so that the e-learning industry keeps these factors in consideration while developing e-learning systems. This study focused on the identification and prioritization of factors related to the design quality of e-learning systems through a hierarchical quality model. Thus, firstly, an extensive literature review was conducted to identify the factors that most affect the quality of web-based e-learning systems. Secondly, among the identified factors, only those with the most significant effect were considered. To identify the most important quality criteria, a survey was conducted. An instrument was deployed among 157 subjects, including e-learning designers, developers, students, teachers, and educational administrators. Finally, a second instrument was distributed among 51 participants to make a pairwise comparison among the criteria and rank them according to their relative importance. The identified and prioritized factors were classified into four main categories. Among these four factors, content was identified as the most important factor, whereas design was found to be the least important factor.