Learning management systems (LMSs) may provide learners with resources in various formats, such as videos, quizzes, and forum discussions to support their learning, but having access to an LMS does not necessarily mean that learning has occurred effectively. Despite its apparent usefulness, whether the use of the LMS can indeed help learners learn more effectively remains an interesting matter for course providers, LMS vendors, and learners. Therefore, this study adopted the updated DeLone and McLean information system success model to examine whether LMS system quality, information quality, and service quality affect learners’ system use and user satisfaction, and ultimately their learning effectiveness. Through a questionnaire survey, responses collected from 123 university students who studied in a blended learning environment at a university were analyzed. Findings showed that system quality and service quality, but not information quality, had a significant relationship with system use. In turn, system use had a significant relationship with learning effectiveness.

Life-long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform life-long learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education in life-long learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in U P E C L -Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-L deep and meaningful learning.

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The research aims to investigate the impact of theoretical drivers, facilitators, and barriers on the intention to adopt m-payment. It further examines the impact of the intention to adopt m-payment on usage behavior. Partial least squares structural equation modeling was used based on a suitable sample of 408 participants in Karachi, Pakistan. The findings contribute to a greater understanding of the factors that influence customer decision-making and, as a result, the adoption intention of mobile payment in Pakistan. Instead of relying on a single theory, the performed study presents an inclusive strategy for researchers by combining three recognized theories connected to technology acceptance. This research is conducted on a limited number of participants in Karachi, Pakistan. The survey should be conducted also be conducted internationally to obtain more comprehensive results; it could also be beneficial to determine customer preferences toward mobile payment systems in other nations. Limited literature was found that argued the intention to adopt m-payment and its impact on user behavior in the Pakistani context. Moreover, no studies were found that reflected and discussed the impact of barriers, theoretical drivers, and facilitators on m-payment.