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The demand for e-learning in higher education is rising, competition is increasing, and universities are investing significant resources towards improving the quality of their e-learning offerings. Thus, effective quality measures for e-learning are urgently required. With the aim of following the total quality management practices of raising students' satisfaction and continuous improvement, a performance-evaluation model was applied in a sample of business students. The application of this model was useful for selecting the quality items that most urgently require improvement to achieve student satisfaction and for identifying the items of surplus resource investment, thereby helping to provide the means to minimise resource wastage. This way, an effective and efficient improvement plan to enhance the efficient use of resources in e-learning and to meet an adequate level of quality was established.

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E-learning may help to open up new channels for the traditional teaching of engineering but there are many questions about what makes e-learning an effective and satisfactory method, in particular, in the field of industrial engineering. This article evaluates the potential factors affecting the effectiveness of engineering e-learning courses by applying structural equation modeling in a sample of students of multiple production management courses for industrial engineering students. This way, the gaps and methodological weaknesses detected in prior studies has been avoided. The findings of this study suggest that interaction is key to getting successful outcomes, that the right mixture of human and technology must be found, that it is crucial to teach students to learn online and that special attention must be directed to non-traditional students who have the additional pressure of resolving time conflicts between e-learning, work and/or family life. These findings can help engineering colleges and schools offering e-learning courses to learn more about how to enhance students' success. ß