E-learning Services Research Articles

Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam

Prior studies on e-learning service quality were conducted mainly in developed countries; however, little effort has been made in emerging countries. This study examines the relationships among e-learning service quality attributes, overall e-learning service quality, e-learning student satisfaction, and e-learning student loyalty in the context of Vietnam, an emerging country. Survey data collected from 1232 college students were analyzed by means of exploratory factor analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25 and SmartPLS 3.0. The results indicated that e-learning service quality was a second-order construct comprising of three factors, namely, e-learning system quality, e-learning instructor and course materials quality, and e-learning administrative and support service quality. The e-learning system quality was the most important dimension of overall e-learning service quality, followed by e-learning instructor and course materials quality, and e-learning administrative and support service quality. In addition, the overall e-learning service quality was positively related to e-learning student satisfaction, which in turn positively influences e-learning student loyalty. Also, overall e-learning service quality has a direct effect on e-learning student loyalty. Implications for colleges and universities are discussed.

Saudi academic perceptions of e-learning systems

The Kingdom of Saudi Arabia has seen a growing interest in the uptake of cloud-based educational technologies in the university sector in recent years. In order to better understand the potential of cloud-based opportunities, it was considered important to first investigate the experiences of academic staff in their current use of e-learning systems. A survey was undertaken to explore whether current e-learning systems were serving tertiary learning requirements as articulated by those academics teaching and providing the e-learning services in Saudi Arabian universities. The online survey collected 55 responses. Findings contrasted with earlier studies critical of the country's e-learning provision and suggest that Saudi Arabian universities may now have a sounder e-learning infrastructure in place. Shifting e-learning services into the cloud was identified as a new opportunity that may allow academics to leverage the benefits of cloud technologies and to address some of the challenges they face.

A New Secure Passwordless Multi-Server Modified Authenticated Master-Key Agreement Scheme Based on Hardware-Software and Iriscode Identifiers Through SSL/TLS Protocol for E-learning and Similar Web-based Services

There is a growing concern about systems security and how to organize it. This is because the internet which is the backbone of all systems is regarded as unsafe. Also, the internet transmits all connection transactions in the E-learning and similar web-based systems and as a result, intruders and attackers by abusing security holes can compromise the system. The E-learning and other similar systems should be safe against threats and manipulation by intruders and should protect the privacy of users. The purpose of this paper is to provide an authentication model based on hardware, software and iriscode identifiers through the SSL/TLS protocol, in order to significantly improve the security and privacy level, while at the same time, maintain the system performance at an acceptable level. There are major differences between our model and other similar works, such as: no need to password in registration and login phase, using of iriscode identifier, isolation of users profiles based on hardware and software identifiers of relying party, enhancing master secret key exchange phase in the SSL/TLS protocol, no need to password change phase, strong performance in comparison with other approaches because of using SHA-3 function and removing password change phase, capability of providing authentication services over large networks and internet. Also according to conducted studies and tests, the mentioned solution can significantly improve the system security, as well as maintain its function at an acceptable level. Therefore the proposed model easily can be used for immunize E-learning and similar web-based systems that works through internet. The proposed model improves the 32.50% security and 63.58% execution time in comparison to average of five newest methods.

Factors affecting the E-learning acceptance: A case study from UAE

The main objective of this article is to study the factors that affect university students’ acceptance of E-learning systems. To achieve this objective, we have proposed a new model that aims to investigate the impact of innovativeness, quality, trust, and knowledge sharing on E-learning acceptance. Data collection has taken place through an online questionnaire survey, which was carried out at The British University in Dubai (BUiD) and University of Fujairah (UOF) in the UAE. There were 251 students participated in this study. Data were analyzed using SmartPLS and SPSS. The Structural Equation Modelling (SEM) has been used to validate the proposed model. The outcomes revealed that knowledge sharing and quality in the universities have a positive influence on E-learning acceptance among the students. Innovativeness and trust were found not to significantly affect the E-learning system acceptance. By identifying the factors that influence the E-learning acceptance, it will be more useful to provide better services for E-learning. Other implications are also presented in the study.

СЕРВІС CISCO WEBEX MEETING CENTER ЯК ІНТЕРАКТИВНИЙ ЗАСІБ НАВЧАННЯ СТУДЕНТІВ З ОБМЕЖЕНИМИ МОЖЛИВОСТЯМИ

The article considers the system of views on using information and communication technologies in the institutions of higher education. The concept of “interactive learning” has been defined. The ways of increasing the accessibility of higher education for students with limited abilities have been described. This issue can be solved by using interactive tools as the key to the successful training of such students is the optimization of teaching material in the most receptive form. The main features of various e-learning services which are used in the students’ learning process have been described: Blackboard, Prometeus, ATutor, Moodle, Cisco WebEx Meeting Center. The experience of the Canadian on-line Fredericton University’s researchers on the use of the WebEx service in the educational process of their university have been analyzed. The main advantages and objectives of the Cisco WebEx Meeting Center service have been described. It has been noted that due to multimedia and feedback, WebEx service provides the presence of distance learners in the training audience. It offers technologies for the accurate transmission of audio and video, data exchange and individual session for group and individual learning, which simplify the learning process. The usefulness of WebEx for students with limited abilities has been considered. Organizing and conducting of interactive class sessions for students with limited abilities using the Cisco WebEx Meeting Center service has been presented. WebEx service video broadcasting and sound transmission during interactive class sessions have been described.

Student Perceptions of E-Learning Service Quality, E-Satisfaction, and E-Loyalty

With the growing ubiquity of the Internet and the continued evolution of the Internet of Things, universities are focusing more on web-based strategies to deliver higher education (i.e., e-learning). In spite of this, few studies on e-learning service quality have been conducted to examine the effectiveness of these efforts. This study seeks to identify primary e-learning service quality dimensions and to examine the relationships among e-learning service quality dimensions, overall e-learning service quality, e-learning satisfaction and e-learning loyalty as perceived by e-students in the college setting. Results identified five main factors that measure e-learning service quality: e-learning administrative and support service quality; e-learning instructor quality; e-learning accuracy; e-learning course materials quality; and e-learning security and privacy. The quality of e-learning administrative and support service, instructor performance, and course materials were positively related to overall e-learning service quality, with e-learning instructor quality the most influential. There was a positive association between overall e-learning service quality and e-learning loyalty, and between e-learning satisfaction and e-learning loyalty. Results are consistent with most studies of traditional and online services and other e-learning studies that customer loyalty is strongly influenced by customer satisfaction and quality of service and that customer satisfaction is strongly influenced by quality of service.

An Innovative SLA-Based Service Monitoring Framework in Cloud

Cloud computing encompasses powerful technology to perform complex computing for large applications. It provides access to various resources from any location with reduced Information Communication Technology overhead, enabling availability and scalability of resources based on consumer needs. Therefore, it has brought a paradigm shift in the way computing services are delivered. However, due to its increasing usage and rising expectations from cloud service provisioning, providing optimal and effective service is becoming an arduous task for service providers. Thus, maintaining quality of service (QoS) through regular monitoring is the utmost priority for the service provider. The key ingredient of managing QoS is a service level agreement (SLA). SLAs form a basis of measuring service quality. The cloud can be leveraged for provisioning e-Learning services to serve millions of users. The e-Learning service providers can enter into a contract with available cloud providers, which is transparent to the learners. Hence, it is critical to focus on the SLAs that need to be formulated and managed by the service providers for consumers of their e-Learning services. The objective of this paper is to propose SLA-based e-Learning service framework. This paper also identifies SLA parameters and related metrics to measure SLAs relevant to the provisioning of the proposed e-Learning service. It also proposes an innovative e-Learning service monitoring framework for managing QoS. This paper further evaluates the effectiveness of the proposed framework by provisioning of e-Learning service on Google App Engine cloud platform. It also presents experimental analysis using response graph in order to monitor associated SLAs in the proposed framework.

Older people’s adoption of e-learning services: A qualitative study of facilitators and barriers

ABSTRACT This research investigates the facilitators and barriers for older people to adopt e-learning services using qualitative data of older people in a Chinese city. A qualitative approach was applied to explore the perceived facilitators and obstacles toward e-learning adoption with 10 older Chinese aged over 50. The results indicate the following: (1a) Age-related changes and cohort effects were found to be the internal barriers for the adoption of e-learning. (1b) Equipment problems, lack of time, and the availability of alternatives were found to have negative effects on the acceptance of e-learning services. It is notable that alternatives including the University of the Third Age (U3A) were found to be more attractive for older Chinese. (2a) Work requirements and flexibility of e-learning services were found to have direct effects on the acceptance of services. (2b) User-friendly design and stimulation from family would facilitate older people to adopt. Practical implications of this research include that policymakers should consider investing more in education in later life and introducing e-learning services in public lectures and tutorials and that the age-related barrier should be taken into consideration in the design phase of e-learning services. U3As should consider integrating e-learning approaches and cooperating with the community.

E-learning services acceptance in higher educational institutes: A case study in Brunei

This research studies on the e-learning services acceptance in higher education institutions in Brunei Darussalam. This research has seven hypotheses, relating to independent, intermediary, and dependent variables. The independent variables include lecturer’s characteristics, design of learning contents, teaching materials, and playfulness; while the intermediary variables are perceived benefits and perceived ease of use. On the other hand, the dependent variable in this research is the intention to use e-learning. Multiple regression analysis were conducted to test the hypotheses proposed. Data analysis from this research has confirmed that the lecturer’s characteristics, teaching materials, perceived ease of use and the intention to use e-learning corresponds to the perceived benefits. Meanwhile, the design of learning content and the intention to use e-learning are positively related to the perceived ease of use and lastly, the variable playfulness is positively related to the intention to use e-learning.

Investigating the E-Learning Acceptance in Oman: Application of Structural Equation Modelling Approach

Similar to many developing countries, Oman recognizes the importance of e-learning and Information Communication Technology (ICT) to enhance the higher education standards and compete in the global education markets. Many higher education organizations today expect e-learning to add value to their organization and hence improve the economy by extending their educational services to students and other students who are not able to access them due to geographical distance limitation. His Majesty the Sultan Qaboos speech in 2008 adds further motivation for the development of the Information systems and technology in Oman by saying "Information technology and communications have now become the main elements that move forward the development process in this third millennium; therefore, we have afforded our attention to finding a national strategy to develop the skills and abilities of citizens in this domain with the aim of further developing e-government services". The Omani government has supported this process substantially through the development of telecom infrastructure and establishment of Information Technology Authority (ITA) to implement national IT infrastructure and supervise the implementation of digital Oman strategy. Although, there is high consensus in the higher educational literature that e-learning acceptance is vital for the competitive advantage of our organizations. Yet, there are still considerable gaps in our e-learning acceptance and understanding of a range of issues concerning both the conceptual and practical as the higher education in Oman is far behind in the development of e-learning acceptance. The lack of e-learning acceptance in the higher education has created problems for most organizations. Hence, this paper focuses on the investigation of the key factors that influence e-learning acceptance in Omani Universities. The study covered a sample of 800 respondents and applied structural equation modelling approach in the analysis. The findings indicated that the students are intending to use e-learning services. On the other hand, the findings revealed that the main variable that influence their behavior are perceived usefulness and perceived ease of use.

ONLINE-SERVICES AND INFORMATION TECHNOLOGIES IN DISTANCE LEARNING

The article deals with the analysis of distance learning (DL) methods, approaches, technologies, tools, the use as known online services so and developing the new ones. The terminology in area of DL is discussed and differences between correspondence course and DL are done. The development tendencies of distance learning are analyzed. Their technical and organization components are done. The course programs for DL are realizing by software which functions are shown. The typical lines of DL, their advances and lacks are conceded. As DL advances are self activity, individuality, independence and so on. As DL lacks are insufficiently individual, psychological, practical aspects, writing forms of DL and so on.Technologies and organization of DL including IT are discussed. The tutor activity is divided on two stages: decision of methodological, organizational problems and realization of distance courses. The various kind of online services in DL such as chats, web, TV, video conferences multimedia, robot learning, web-services are shown. Such IT for DL as CD, net, TV, satellite, cloud are discussed.The models of integration decisions for DL development such as Remote Procedure Calls (RPS), Enterprise Application Integration (EAL), Web-Services (WS), Enterprise Service Bus (ESB) are proposed. The content of e-learning online services including intellectual technologies and cloud computing are done. As new one integration method for DL is Semantic Web and Web-service (SWWS) with knowledge representation support on ontology base and knowledge processing on agents support are representation.

An architecture for e-learning infrastructures on a national level: a case study of the Afghanistan Research and Education Network

National Research and Education Networks (NRENs) are for sharing resources among member organisations. NRENs play an important role in e-learning activities as they enable cross-organisational communication. Heterogeneous infrastructures used for e-learning are a challenge for system design, data integrity, and interoperability. This paper proposes an NREN e-learning reference architecture and affiliated NREN e-learning design patterns that consider communication, reliable access, a collaboration and interoperability between e-learning infrastructures. Research exists about different architectures including traditional e-learning systems, service-oriented cloud computing such as the service-oriented architecture (SOA) adaptations for education systems, e-learning systems and a service-oriented cloud computing architecture (SOCCA). However, no research has been carried out for NREN e-learning architectures. For deeper insight, we investigate in this paper an e-learning architecture based on the Afghanistan Research and Education Network (AfgREN). The reference e-learning architecture based on AfgREN provides guidance for the rapid development of different e-learning services and learning-analytical infrastructure for Afghanistan.

Analysis of the Factors for the Successful E-Learning Services Adoption from Education Providers’ and Students’ Perspectives: A case study of Private Universities in Northern Iraq

Electronic learning (e-learning) adoption has always been a challenge for developing countries which is often stunted by the facilitating conditions as well as the resistance of both the professionals and students. Two-step research methodology is applied in private Universities of Northern Iraq by utilizing a hypothesized model of technology acceptance model (TAM). First, the readiness factors were investigated through University staff by analysing 516 participants. As the second research objective, the intention of students is explored with 256 valid respondents in these Universities. Data were obtained from seven private Universities’ staff and students via a paper based quantitative survey. Respondents were selected based on the convenience sampling method, where researchers visited Universities during the semester with permission of their administration bodies. The findings reveal that the lowest value was for human resource readiness factor. Cultural acceptance, both from education providers’ and students’ perspective, is quite crucial in order to have a sustainable e-learning applications. From a technical point of view, our findings also confirm the importance of the technological readiness and the main TAM constructs of perceived ease of use (PEOU) and perceived usefulness (PU). Therefore, management of the Universities need to ensure that selected systems adequately address these issues.

Proposing a Secure Architecture for Mobile-Learning Environments and Investigating Teachers’ Attitude

Background: The next generation of learning called mobile learning (m-learning) provides education to people through mobile devices. The security of mobile systems is an important issue due to users’ mobility and use of various devices and different ways of connecting to the network. Therefore, the current study aimed at providing a secure architecture as the basis for use in m-learning software to improve the security of such systems and investigate professors’ satisfaction with this architecture. Methods: The current applied study was conducted in 2014. Statistical population included all professors using m-learning in Tabas, Firdaus, and Birjand cities, Southern Khorasan, Iran (26 participants). The purposive sampling method was used. The reliability of the questionnaire was measured using Cronbach’s alpha (94%) and the validity based on factor validity (explained percentage of variance) was 63%. According to the use of the web-based e-learning service in Southern Khorasan Payam-e-Noor University (PNU), it was attempted to write a mobile application to provide the use of this service on mobile devices. The difference between the current study provided app and other mobile apps is based on using the proposed secure architecture. To measure the satisfaction of users with the study app, a researcher-made questionnaire was distributed among the professors using the app. Data analysis was performed with SPSS 16 by t test and the one-way analysis of variance (ANOVA). Results: Findings showed that the professors using m-learning application of Southern Khorasan PNU had a positive attitude towards it with the average satisfaction of 80%. The most important factor for this satisfaction was the safety of the presented architecture, while avoiding complex and time-consuming control mechanisms. Conclusions: In the current study a secure architecture was provided for mobile system that was simple, fast, and applicable on all mobile network operators. Given the positive perspectives of professors, this architecture can be a good solution to secure m-learning environments.

Assessment: ICT Infrastructure in Support for E-Learning Environment at Isabela State University System: Management, Learning and Improvement

This is a study on the assessment of e-learning services and how it is learned, managed and improved in order to gain enriching ICT e-services of the Isabela State University (ISU) system aided by its ICT Infrastructure. It aimed at determining the status of ICT Infrastructure of ISU Campuses in terms of peopleware, hardware, software and network; it also assessed the quality of the ICT infrastructure in terms of efficiency, reliability, speed and accuracy as per assessment of the respondents; and it identified innovative plans than can strengthen the ICT infrastructure.The researcher used the descriptive correlation research method. It is in this method that demographic data of the deans, chairmen, and ICT faculty members of the nine campuses of ISU and the data on the leveling of ICT infrastructures and e-learning environment are considered and correlated and took the form of survey questionnaires and actual inventory to verify the infrastructure. Considered in the assessment of the e-services are factors for the success of e-learning or flip classroom such as finance, executive support, readiness of the lecturers and students, readiness of technicians and evaluation and follow-up (as cited in Rueangprathum A.(2005). As per result of the study, it revealed that ISU System’s ICT Infrastructures to e-learning services had the above standard but with minor issue as to licensed software; below standard in hardware; and above standard in peopleware. Likewise, there is a well-established local area network at ISU Systems even without the connection of internet. Conversely, the main server used the two-layered characteristic of the CISCO network model. Additional findings revealed that ISU system had already acquired servers and CISCO routers and switches and ready for deployment to other mother cluster. However, it was found that interconnectivity for the nine (9) campuses is NOT POSSIBLE due to a weak internet provider.

Cost and value in e-learning: the perspective of the learner.

Medical education is expensive. Its expense has led to growing interest in methods to deliver medical education that will maximise outcomes for a given spend.1 There has long been enthusiasm for the use of e-learning as a method that can be low cost and that can deliver worthwhile outcomes. However, this enthusiasm has not been built on strong evidence. There is evidence that e-learning produces broadly similar outcomes as face-to-face education.2 However, there is little evidence as to the cost utility of e-learning in medical education. There is also little evidence as to how learners perceive the utility of e-learning in light of its cost. This paper reports an evaluation of the perceptions and views of general practitioners (GPs) with regard to the cost and utility of an e-learning resource—BMJ Learning. BMJ Learning is the e-learning service of the BMJ. UK GPs who are users of BMJ Learning were asked by email to take part in an evaluation as to the cost and utility of the e-learning. Semistructured interviews were conducted by telephone with those who responded to the email. The interviews were conducted according to a schedule which was founded on existing literature …

The Use of a DANP with VIKOR Approach for Establishing the Model of E-Learning Service Quality

In practical environments, e-learners encounter service providers of varying quality. A wide range of criteria are used to assess service quality, but most of these criteria have interdependent or interactive characteristics, which can make it difficult to effectively analyze and improve service quality. The purpose of this study is to address this issue using a hybrid MCDM (multiple criteria decision-making) approach that includes the DEMATEL (decision-making trial and evaluation laboratory), DANP (the DEMATEL-based analytic network process) and VIKOR methods to achieve an optimal solution. By exploring the influential interrelationships between criteria related to e-learning, this approach can be used to solve interdependence and feedback problems, allowing for greater satisfaction of the actual needs of e-learners.

Computer Self-efficacy and Its Relationship with Web Portal Usage: Evidence from the University of the East

The University of the East Web Portal is an academic, web based system that provides educational electronic materials and e-learning services. To fully optimize its usage, it is imperative to determine the factors that relate to its usage. Thus, this study, to determine the computer self-efficacy of the faculty members of the University of the East and its relationship with their web portal usage, was conceived. Using a validated questionnaire, the profile of the respondents, their computer self-efficacy, and web portal usage were gathered. Data showed that the respondents were relatively young (M = 40 years old), majority had masters degree (f = 85, 72%), most had been using the web portal for four semesters (f = 60, 51%), and the large part were intermediate web portal users (f = 69, 59%). They were highly skilled in using the computer (M = 4.29) and skilled in using the Internet (M = 4.28). E-learning services (M = 3.29) and online library resources (M = 3.12) were only used occasionally. Pearson correlation revealed that age was positively correlated with online library resources (r = 0.267, p < 0.05) and a negative relationship existed between perceived skill level in using the portal and online library resources usage (r = -0.206, p < 0.05). A 2x2 chi square revealed that the highest educational attainment had a significant relationship with online library resources (chi square = 5.489, df = 1, p < 0.05). Basic computer (r = 0.196, p < 0.05) and Internet skills (r = 0.303, p < 0.05) were significantly and positively related with e-learning services usage but not with online library resources usage. Other individual factors such as attitudes towards the web portal and anxiety towards using the web portal can be investigated.

Acceptance Model for e-Learning Services: A Case Study at Al-Madinah International University in Malaysia

E-learning environments are university’s infrastructural features that are increasingly important. With e-Learning, teachers could impart knowledge in many ways while improving interaction with the students. Also, interactions among students could be improved. This study aimed at identifying factors that can explain the usage of e-learning environments by higher education students. A total of 201 questionnaires were answered by 201 students enrolled in Al-Madinah International University in Malaysia. The results point to use behavior of using e-learning as the factor that directly influenced behavioral intention to use e-learning the most. This factor also imparted the greatest indirect impact on behavioral intention use E- learning. Simply put, student’s usage of e-learning environments is explainable to a great extent via their perceptions of the added value of these environments, which to a high degree is impacted by their belief about web-based activities and computer-assisted learning.

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.