DeLone and McLean Information Systems Success Model in a Blended-Learning Context

Alfaki, Ibrahim Abdalla

doi:10.4018/ijicte.20211001.oa18

Cited by 7 publications

(7 citation statements)

References 39 publications

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“…Many other studies in different contexts have proved this positive impact (e.g. Ojo, 2017; Wang and Yang, 2016; Balaban et al, 2013; Alfaki, 2021). However, there is a scarcity of studies that examine such an impact in AIS context of SMEs in LDCs.…”

Section: Model and Hypotheses Of The Studymentioning

confidence: 61%

The influence of accounting information system on management control effectiveness: The perspective of SMEs in Yemen

Al-Hattami

Kabra²

2022

Information Development

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In today’s competitive market, SMEs need to realize that accounting information system (AIS) can enhance management control effectiveness (MCE) - one of the areas necessary for their survival and success. This paper aimed to measure the influence of AIS success on MCE among SMEs of Yemen, a less developed country, as research and knowledge are very limited in such context. Data were collected from 315 SME owners and managers via a questionnaire. SmartPLS 3 software was employed for data analysis. The results concluded positive links between AIS success and MCE. Specifically, the results revealed that AIS information quality, system quality, and usage positively impact MCE; quality of information and system are essential drivers of AIS usage and satisfaction; user satisfaction positively influences AIS usage. Interestingly, the quality of service showed to be insignificant in the context of AIS. Moreover, user satisfaction showed no significant impact on MCE. This research is deemed one of the first to introduce empirical evidence on the influence of AIS success on MCE among SMEs in Yemen, as a less developed country context.

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Section: Model and Hypotheses Of The Studymentioning

confidence: 61%

The influence of accounting information system on management control effectiveness: The perspective of SMEs in Yemen

Al-Hattami

Kabra²

2022

Information Development

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“…The items should be removed if IOC score lower than 0.5 level rating [ 30 ]. At last, 25 items (4 items mearing perceived usefulness [ 12 , 31 , 32 ]; 4 items mearing Satisfaction [ 31 , 33 , 34 ]; 4 items mearing Confirmation [ 35 , 36 ]; 4 items mearing Self-efficacy [ 36 – 38 ]; 5 items mearing Information Quality [ 31 , 39 , 40 ]; and 4 items mearing Continuance Intention [ 36 , 41 , 42 ] were validated shown as Table 1 . In need of special note that the attention check question (IQ1*) of which meaning was opposite to the IQ1, i.e., “B-learning doesn’t provide me sufficient contents I want” was designed to filter invalid respondents who were randomly choosing the answer without reading contents [ 43 ].…”

Section: Methodsmentioning

confidence: 99%

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China

Phongsatha

2022

PLoS ONE

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Background Blended learning in DESEC only started after the introduction of the internet in recent 5 years. However, there is still no research paying attention to this region, because the area is remote and research subjects are not easily accessible. This article has potential application value in helping the government and educational institutions to make decisions on blended learning strategies supporting poverty alleviation through education in poor and remote areas and ethnic region. The study will be the first to examine satisfaction and continuance intention of blended learning in the DESEC. Objective To identify junior high students’ perception of satisfaction and continuance intention for blended learning in DESEC. To identify the strongest factors affecting junior high students’ satisfaction and continuance intention of blended learning in DESEC. Methods A subsample of 635 junior high students participated online survey with consent of their parents verbally in computer room in schools under teacher’s instruction. Data was coded and analyzed to generate descriptive statistics and inferential statistics. Structural equation model was used to evaluate the model of satisfaction and continuance intention of blended learning. Results The level for evaluating students’ agreement on each of item were interpreted “agree” (3.76–3.89). The model explained variances (R2) of Continuance Intention, Satisfaction and Perceived usefulness were 0.665,0.766,0.718 respectively. Information quality, self-efficacy and confirmation directly and indirectly contribute to junior high students’ satisfaction with blended learning, which further confirmed their continuance intention of blended learning. Conclusion Information quality was the strongest factor affecting the junior high students’ continuance intention of using blended learning, while confirmation was the strongest factor affecting the junior high students’ satisfaction of using blended learning in DESEC. Junior high students do not have a strong and distinct perception on satisfaction and continuance intention for blended learning in DESEC.

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“…According to Dhanapal [12], the challenges of online learning are problems related to compatibility, efficiency, language usage, and application features used. In addition, issues related to system, service and information quality are among many issues that have been discussed by previous researchers [12], [13], [14], [15]. Users' perspectives on the LMS features are sometimes cited as part of the implementation's difficulties.…”

Section: Figure 1 Lms Usage In Tvet Institutionmentioning

confidence: 99%

Learning Management System Acceptance Factors for Technical and Vocational Education Training (TVET) Institutions

et al. 2023

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Higher education institutions use Learning Management System (LMS) to support and enhance the teaching and learning process. However, teaching and learning activities at Technical and Vocational Education and Training (TVET) institutions differ from non-TVET institutions, so the LMS is believed to be underutilized. This paper aims to investigate why LMS use in TVET is different from the non-TVET institutions. Additionally, this paper seeks to discover important factors that can help improve the acceptance of LMS at TVET institutions. Important factors are identified from a literature review study involving articles related to LMS and TVET published between 2019 and 2022. Seven domain experts in LMS at TVET institutions were interviewed for their opinions on the initial list of factors and performed the content validity assessment. Based on Lawshe’s content validity ratio, nine factors with 51 items have been identified. These nine factors are System Quality, Service Quality, Information Quality, Motivation, Self-Discipline, Practical Training, Intention to Use, User Satisfaction and Actual Use. This study also reveals new factors that can increase the acceptance of LMS in teaching and learning in TVET institutions. Findings can assist researchers, developers, and LMS stakeholders in understanding the use of LMS at TVET institutions to ensure online TVET teaching and learning effectiveness.

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DeLone and McLean Information Systems Success Model in a Blended-Learning Context

Cited by 7 publications

References 39 publications

The influence of accounting information system on management control effectiveness: The perspective of SMEs in Yemen

The influence of accounting information system on management control effectiveness: The perspective of SMEs in Yemen

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China

Learning Management System Acceptance Factors for Technical and Vocational Education Training (TVET) Institutions

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