Critical success factor for e-learning implementation in Institut Teknologi Telkom Bandung using Structural Equation Modeling

Laily, Nur; Kurniawati, Amelia; Puspita, Ika Arum

doi:10.1109/icoict.2013.6574614

Cited by 10 publications

(24 citation statements)

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“…Students" Attitude and towards E-Learning [16], [17], [18], [19], [20], [21], [22], [23], [2] Students" Motivation [19], [24], [25], [26], [27], [28] Computer Competency (ICT skills) [16], [18], [17], [18], [19], [24], [25], [26], [22], [29], [2], [30], [3] Computer Anxiety [18], [20], [21] Interaction with other Students [16], [20], [31], [29], [29], [32], [2], [30] Commitment [20], [25], [26], [33] Learners General and Internet Self-efficacy [34], [35], [36], [20], [21], [37], …”

Section: Resources / Referencesmentioning

confidence: 99%

“…Table 9 shows the factors with resources of this dimension. [16], [48], [48] Technical Support for Users [22], [21], [27], [45], [2], [51], [53], [47], Good Internet Speed [16], [17], [18], [19], [21], [45], [29], [33] [22], [48], [3] Efficient Technology Infrastructure [16], [18], [31], [43] [29], [48], [54], [26], [23], [51], [48], [30], [42], [41], [55], , [3] Ease of Use [20], [25], [29], [22], [47], [50], [47], [56] Reliability [20], [25], [22], [56], ...…”

Section: System and Technological Dimensionmentioning

confidence: 99%

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A Mixed Method Study for Investigating Critical Success Factors (CSFs) of E-Learning in Saudi Arabian Universities

Naveed¹,

Muhammad²,

Sanober³

et al. 2017

ijacsa

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Abstract-ElectronicLearning (E-Learning) in the education system has become the obvious choice of the community over the globe because of its numerous advantages. The main aim of the present study is to identify Critical Success Factors (CSFs) and validate them for successful implementation of the E-Leaning at Saudi Arabian Universities. This study developed a multidimensional instrument for measuring the E-Learning CSFs in the higher educational institutions of Saudi Arabia. The study reviewed various CSFs from literature and identified most important E-Learning CSFs which are described and grouped in five dimensions such as Student, Instructor, Design and Contents, System and Technological, and Institutional Management Services. The 36 CSFs falling under these relevant dimensions were then validated their importance quantitatively through university Students, Instructors, and E-Learning staffs of some well-known universities in Saudi Arabia. A survey instrument was developed and tested on a sample of 257 respondents of Saudi Arabia Universities. It was found that System and Technological dimension is the most significant as perceived by respondents. Results of the study discovered that all obtained factors are highly reliable and thus would be useful to develop and implement E-Learning systems.

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Section: Resources / Referencesmentioning

confidence: 99%

Section: System and Technological Dimensionmentioning

confidence: 99%

A Mixed Method Study for Investigating Critical Success Factors (CSFs) of E-Learning in Saudi Arabian Universities

Naveed¹,

Muhammad²,

Sanober³

et al. 2017

ijacsa

View full text Add to dashboard Cite

show abstract

“…However, the impact factors of the UTAUT model should be grouped as follows: performance expectation (the collaboration of students, content and design of course), effort expectancy (computer competency of students), social influence (lecturer), and facilitate condition (infrastructure, access ability, university support). Moreover, these factors influence not only e-learning acceptance but also the learning outcome of the e-learning system (Laily et al, 2013). Besides, e-learning acceptance also impacts on the learning outcome of students (net benefit) as in DeLone and McLean (2003).…”

Section: Research Modelmentioning

confidence: 98%

“…Performance expectancy: In using e-learning, students often expect it could be a possible platform for storing learning materials and for collaborating with other students in doing group-works. According to Laily et al (2013), e-learning acceptance is influenced by the Collaboration of students and Content of course. Besides, Selim (2007) mentioned Content & design of course as an impact factor of e-learning acceptance.…”

Section: Related Workmentioning

confidence: 99%

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The acceptance of e-learning systems and the learning outcome of students at universities in Vietnam

Phạm

Tran

2020

Knowledge Management &Amp; E-Learning: An International Journal

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e-Learning systems nowadays become vital for many universities in developing countries. They are useful for increasing educational quality and providing students with high-quality learning resources. However, how to attract students to use e-learning systems and how to improve their learning outcomes through e-learning are still difficult questions. This paper presents a survey study with 357 students from universities in Vietnam. The analysis results showed that e-learning acceptance was influenced by five factors including university support, students’ computer competency, infrastructure, content and design of courses, and student collaboration. Besides, the learning outcome was influenced by e-learning acceptance and student collaboration. Finally, some recommendations were suggested to improve e-learning acceptance and learning outcome of students in Vietnam.

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Impact Factors on Using of E-learning System and Learning Achievement of Students at Several Universities in Vietnam

Phạm¹,

Tran

2018

Computational Science and Its Applications – ICCSA 2018

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Critical success factor for e-learning implementation in Institut Teknologi Telkom Bandung using Structural Equation Modeling

Cited by 10 publications

References 0 publications

A Mixed Method Study for Investigating Critical Success Factors (CSFs) of E-Learning in Saudi Arabian Universities

A Mixed Method Study for Investigating Critical Success Factors (CSFs) of E-Learning in Saudi Arabian Universities

The acceptance of e-learning systems and the learning outcome of students at universities in Vietnam

Impact Factors on Using of E-learning System and Learning Achievement of Students at Several Universities in Vietnam

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